Does the Sequence of Preclinical Dental Crown Type Preparations Affect Evaluation Scores?

Abstract

Preclinical dental students must demonstrate aptitude in the preparation of teeth for treatment with several types of fixed dental prostheses. The optimal sequence of instruction and examination of these crown preparations in preclinical fixed prosthodontics is unknown. The aim of this study was to determine if grading scores by faculty and students were affected by changing the sequence of crown type preparations. Practical exams of two successive student cohorts (n=89 in 2014; n=92 in 2015) at one U.S. dental school using three crown preparations (full cast, porcelain fused to metal, and all-ceramic) in different order were analyzed by faculty grades and student self-assessment. All of the models indicated that the sequence in which the crown type preparations were taught did have an effect on the grades. The 2014 cohort had overall higher grades and particularly higher grades for the all-ceramic crown preparations. Evaluation scores were affected by the sequence in which the different crown type preparations were taught and tested. Although the overall results suggested that students may perform better if the all-ceramic crown preparation is taught last, this tendency may differ between years.

Comparing the Effect of Multi-Media-Based and Traditional Teaching Methods on Single Crown Preparation Factors Using CAD System

“…Fixed prostheses are one of the main courses in dentistry, and dentists deal with them a lot in their daily practices (15). Students should be trained in dental materials, impression techniques, and crown preparation principles before entering the clinical stages (15)(16)(17). Some studies have reported the relationship between student performance in preclinical and clinical courses.…”