Development of an assessment strategy in preclinical fixed prosthodontics course using virtual assessment software—Part 1

Abstract

The purpose of this study was to develop an assessment strategy for preclinical foxed prosthodontics using a virtual assessment software. This descriptive study examined 80 collected ivory teeth from previous classes prepared during preclinical fixed prosthodontics course. Ivory teeth prepared for the complete cast (tooth no. 46), metal ceramic (teeth nos 24 and 46), and all ceramic (tooth no. 21) crowns were scanned and superimposed with their respective standard preparations. Differences between these teeth and standard teeth prepared by faculty were computed using Compare software to generate comparison percentages. In addition, average finish line width, average total occlusal convergence, average axial wall height, and undercut presence/absence were quantified for student preparations using the software. Software‐generated values were then descriptively compared with faculty assessments. Comparison percentages aligned with faculty assessments for the amount of occlusal/incisal reduction and finish line location. The average axial wall height and finish line width calculated by Compare software were grouped based on their respective faculty assessment criteria. Software‐generated comparison percentages may be used to assess the amount of occlusal/incisal reduction and finish line location in student preparations. Additionally, averages extracted from Compare software could be used to assess student performance for axial wall height and finish line width.

Comparison of Effectiveness of Two Teaching Methods on Acquisition of Skills in Preclinical Fixed Prosthodontics

“…Our study evaluated the effect of recently developed rubrics on the acquisition of psychomotor skills required for fixed prosthodontics. The method of assessment for Class B was partially objective as it used calculated data from Compare software such as %Comparison, averages of finish line width, and axial wall height 17, 18 . In our study, the use of virtual assessment software and contemporary rubrics for Class B resulted in students' ability in tooth preparation similar to that of Class A.…”

“…However, a follow‐up study found that virtual assessment software grading did not correlate with the principles required for effective crown preparation 15 . In a further attempt to provide an objective assessment using virtual assessment software, contemporary rubrics were developed and implemented with Class B in our study 17, 18 . The results show that students trained following contemporary rubrics performed similarly to ones trained following conventional rubrics in a shorter period of the time.…”

“…Renne et al used %Comparison as the only criterion for preparation evaluation in fixed prosthodontics 14 . However, contemporary rubrics used to teach Class B in our study were developed following principles of tooth preparation in fixed prosthodontics 17, 18 . This difference may be the reason that students in Class B performed similarly to those in Class A.…”

“…Students in Class B were trained using feedback from both faculty and virtual assessment software (Compare Software) according to the new rubrics developed at UB SDM 17, 18 . During the course, students used a Planmeca/E4D intraoral scanner (Planmeca Corporation; Helsinki, Finland) and Compare Software to evaluate their preparations in comparison to scans of standard preparations using the %Comparison function (Table 1).…”

“…As part of an attempt to employ virtual assessment software for student feedback, two recent studies developed rubrics based on Compare Software to evaluate student preparations by comparison to a standard preparation generated by a faculty member 17, 18 . An example of one of those rubrics is shown in Table 1.…”