Introduction of a new teaching concept for dentin post preparation with 3D printed teeth

Höhne, Christian; Dickhaut, Nora; Schmitter, Marc

doi:10.1111/eje.12528

Cited by 20 publications

(39 citation statements)

References 14 publications

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“…It evaluates for example the material loss, surface finish and undercut. Several studies proved great benefits of prepCheck ® 4,15–18 . In addition, the CEREC ® scanner is used during real patient treatment in the clinical curriculum at our university.…”

Section: Discussionmentioning

confidence: 99%

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3D Printed Teeth with Included Veneer Preparation Guide

Höhne

Rammler

Schmitter

2020

Journal of Prosthodontics

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Purpose The purpose of this study was the design, feasibility, and evaluation of a 3D printed tooth model with internal preparation for dental education in veneer preparation. Material and Methods A tooth with two different colored layers for the crown and the preparation form was designed and printed by a stereolithographic printer. In a voluntary course, 40 third‐ to fifth‐year dental students were trained with these printed teeth in the clinical course. They had the opportunity to prepare four 3D printed teeth with an integrated veneer preparation. During their studies, they used standardized model teeth. The students rated the advantage in a questionnaire according to German school grades (1 best to 6 worst). For reliability analysis, Cronbach's alpha was calculated. Significant differences between groups were calculated using the Mann‐Whitney U‐test. Results The production of the teeth was feasible and cost‐effective. The overall mean rating of the printed teeth in the questionnaire was 1.8 ± 0.18. The students rated the learning results with the printed tooth as significantly better than the standard model tooth (mean 3.0 ± 0.86 vs. mean 2.1 ± 0.95; p < 0.001). The item “is a more suitable exercise option” in contrast to standard model teeth was evaluated with 1.9 ± 0.61. The item “the included preparation was clearly visible in color” was rated with 1.7 ± 0.71. “The tooth model illustrated visually an ideal preparation” was rated with 1.8 ± 0.65. Additionally, the students were interested in including more printed teeth into their studies (1.7 ± 0.86). In the open questions the students reported great benefits of this method. Conclusions The feasibility of this teaching concept was confirmed. The students favored working on the innovative 3D‐teeth with internal veneer preparation, emphasizing the usefulness of this technique in dental education. The tooth enabled the students to control their preparation permanently on their own.

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Section: Discussionmentioning

confidence: 99%

“…Several studies proved great benefits of prepCheck ® . 4,[15][16][17][18] In addition, the CEREC ® scanner is used during real patient treatment in the clinical curriculum at our university. Therefore, the students might gain experience with the "future of dentistry".…”

Section: Discussionmentioning

confidence: 99%

3D Printed Teeth with Included Veneer Preparation Guide

Höhne

Rammler

Schmitter

2020

Journal of Prosthodontics

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“…Today, 3D printing enables us to produce individual tooth models at very low costs 6‐11 . Despite these new possibilities, only very simple tooth models are available for training students in important treatment options.…”

Section: Introductionmentioning

confidence: 99%

The “Painting by Numbers Method” for education of students in crown preparation

Höhne

Jentzsch

Schmitter

2020

Eur J Dental Education

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Introduction No commercially available solution to improve the teaching of a crown preparation directly on typodont teeth exists at the moment. To fill this gap and support the supervisors of dental courses, a printable and inexpensive tooth was created for structured self‐assessment. The aim of this study was to test this printable tooth under realistic pre‐clinical situations. Materials and methods A two‐coloured, double‐layer practice tooth was developed. This tooth was consisting of a layer for a correct preparation and the crown. All printed teeth were produced with a stereolithographic printer. 35 voluntary second‐year dental students in the second pre‐clinical course in prosthodontics were randomly divided into two groups. All students had experience with typodont teeth and models. The first group was trained on four standard model teeth. The second group used model teeth for the first and fourth attempt and printed teeth for second and third attempt. The preparations of the students were scanned by an in‐lab scanner and the surface deviations in contrast to a perfect preparation were measured. The differences between the first and fourth attempt were calculated. Benefits of the printed tooth were also evaluated by a questionnaire using German school grades completed by the students (1 = Excellent, 2 = Good, 3 = Satisfactory, 4 = Adequate, 5 = Poor, 6 = Unsatisfactory). Results The workflow was feasible and cost‐effective regarding the production of the printed teeth. The overall rating of the printed tooth in the questionnaire was good (Ø 2.1 ± 0.22). Students reported different advantages of this method in the free text. The comparison of the preparation between the first and fourth attempt showed that there was a significant better preparation with the printed teeth. The complete preparation had median values of 0.05 mm (Group1: standard model tooth) and −0.03 mm (Group2: printed tooth) (P = .005). Divided into single surfaces, the vestibular and occlusal regions were significantly better. The vestibular surface was 0.11 mm (Group1) and −0.04 mm (Group2) (P = .018). The occlusal surface was 0.13 mm (Group1) and −0.05 mm (Group2) (P = .009). Conclusions The aim of this study was fulfilled. The printed tooth was tested successfully in a pre‐clinical course. The feasibility of this teaching concept was confirmed by the questionnaire and the analysis of the preparation form. A significant difference to a standard model tooth was measurable. The students had the possibility to learn a correct crown preparation on a standardised two‐layered tooth with included preparation. This printed tooth enabled the students to control the crown preparation directly on their own.

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“…3,19 Recent developments have been directed at 3D technologies associated with the creation of layered arti cial teeth. 20,21,22 Arti cial endodontic teeth have been produced and used in endodontic pre-clinical teaching with promising initial results 23 but there have not yet been any reports for post-core teaching.…”

Section: Simulation Clinic Teaching Of Post-core Techniquesmentioning

confidence: 99%

“…3D printing of teeth with different layers may present reduced cost and manufacturing time bene ts and their use has been found to have a positive impact on the educational experience of students performing post preparations. 21 However, the hardness of the teeth has received initial criticism 21 with new materials proposed to address this issue. The hardness of 3D printed teeth has not been widely analysed speci cally in post-core procedures and requires further re nement.…”

Section: Arti Cial Tooth Developmentmentioning

confidence: 99%

The use of artificial teeth in a pre-clinical fixed prosthodontics post-core undergraduate teaching program

Dudley

2020

Preprint

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Background The use of artificial teeth in pre-clinical simulation clinic teaching of post-core techniques has clear educational benefits for students and staff. This study explored the reasons for selection and direct student experiences with artificial teeth in a recently conducted pre-clinical fixed prosthodontics post-core technique teaching program. Methods An online anonymous survey was delivered to fourth year undergraduate dental students who had completed the fixed prosthodontics pre-clinical program seeking information on the choice of artificial or natural teeth and direct experiences. Quantitative data was summarised and qualitative data was clustered into topics. Results A 100% response rate was received. 36% of 70 respondents chose to use one or more artificial teeth for the post-core exercises which was predominantly driven by difficulty in sourcing appropriate natural teeth (59%) rather than educational benefit (13%). 45 (64%) chose not to use artificial teeth largely due to the cost of the teeth (49%). Conclusions Direct student experiences in using the artificial teeth for post-core exercises were positive. In the choice to select artificial or natural teeth for post-core exercises, teaching staff may focus on educational benefits while students focus on the practicalities of sourcing teeth, associated costs and ease of use. As the first known research of its kind, within the limitations of this study artificial teeth provided an appropriate and realistic simulation compared to extracted natural teeth and were easier to source for the post-core exercises of the pre-clinical fixed prosthodontics program. More widespread use of artificial teeth was limited by cost.

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Introduction of a new teaching concept for dentin post preparation with 3D printed teeth

Cited by 20 publications

References 14 publications

3D Printed Teeth with Included Veneer Preparation Guide

3D Printed Teeth with Included Veneer Preparation Guide

The “Painting by Numbers Method” for education of students in crown preparation

The use of artificial teeth in a pre-clinical fixed prosthodontics post-core undergraduate teaching program

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