Validation of a three‐dimensional printed model for training of surgical extraction of supernumerary teeth

Chae, Yong Kwon; Lee, Hyeonjong; Jih, Myeongkwan; Lee, Hyo Seol; Lee, Jung Woo; Kim, Su Hwan; Kim, Gyu Tae; Choi, Sung Chul; Nam, Ok Hyung

doi:10.1111/eje.12543

Cited by 12 publications

(19 citation statements)

References 21 publications

(48 reference statements)

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“…In this study, patient‐based customised 3D‐printed models that reproduced the patient's dentition were provided to the D3 students who were about to perform abutment preparation for single crown for their first direct patient care, allowing the students to practice in a simulation before their direct patient care. This study applied 3D printing technology to a restorative field of the undergraduate education, unlike previous studies that applied the technology to advanced courses such as surgery 17,18 . Prior studies also introduced 3D printing technology to the hands‐on practice for the undergraduate students in restorative education 20,21 .…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, more educational models of 3D printing in both the medical and dental fields have been developed and are becoming widely used effective learning tools for students when teaching and learning of anatomy, preoperative planning, technical skills, etc 15 . Modelling and simulation using 3D printing is also performed not only for planning surgeries on complex or unusual anatomical structures, but also for presurgical simulation practice 16–18 . Currently, several research has been undertaken to produce a model that reflects a more realistic clinical situation using 3D printing technology in the field of undergraduate dental education 19–21 .…”

Section: Introductionmentioning

confidence: 99%

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Dental students’ perceptions on a simulated practice using patient‐based customised typodonts during the transition from preclinical to clinical education

Lee

Kim

Shin

et al. 2021

Eur J Dental Education

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Purpose/Objectives Dental students experience difficulties during the transition from preclinical to clinical curriculum. In order to help the students to adapt to the clinical education programme, a simulated practice using patient‐based customised models was introduced in this study to prepare for their first clinical practice. Methods This study included 45 third‐year predoctoral students (D3 students) who were about to perform the preparation of a single crown abutment on their first patient. After practicing abutment preparation using simulated models and providing the actual treatment to their own patient, the students were surveyed to investigate their perceptions on the simulated practice using the 3D‐printed customised typodont model. The statistical analysis of the quantitative data and the thematic analysis of the qualitative data were conducted. Results Regarding this simulation, more than 80% of the students gave positive feedback on their practice of (a) operative positions and postures, (b) finger rest, (c) occlusal reduction, (d) axial reduction and (e) proximal reduction. Student responses on the open‐ended questions about how they perceived the usefulness of this simulation were categorised as “First clinical case,” “Patient‐based model” and “Realistic simulation environment.” In addition, a number of improvements of the simulation were also suggested by the students including the typodont and the manikin. Conclusions This study gives insights into the significance of simulated practice using patient‐based customised typodonts as a transitional education tool and its direction of development in the field of restorative treatments accompanied by irreversible tooth preparations.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Dental students’ perceptions on a simulated practice using patient‐based customised typodonts during the transition from preclinical to clinical education

Lee

Kim

Shin

et al. 2021

Eur J Dental Education

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“…19 Meanwhile, Chae et al developed a three-dimensional printed model for training of surgical extraction of supernumerary teeth, and the effect was excepted, but the limitation of this design was that it could not simulate intraoral situations. 20 However, there are some limitations of this study. The degree of gingival fit is described above.…”

Section: Discussionmentioning

confidence: 89%

Three‐dimensional printed model of impacted third molar for surgical extraction training

Feng

Duan

et al. 2021

Journal of Dental Education

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Objectives: Extraction of impacted mandibular third molars is one of the most common surgical procedures performed at dental clinics; however effective training models for teaching oral surgery to dental students are limited. This study aimed to use three-dimension (3D) printing technology to develop an effective training model for impacted third molar extraction. Methods: The data for the 3D model were digitally processed using highresolution computed tomography, and two common, but different patterns of impacted third molars were simulated using computer-aided design. Thereafter, the model was printed using the 3D-printing technology, and the efficiency of the 3D-printed model and an animal model (pig mandible) were compared using a five-point Likert scale by 35 oral surgeons in the oral surgery department and 208 students of stomatology in the internship stage. Results:The 3D-printed model consisted of three parts: a non-replaceable part (i.e., the body of the mandible and the teeth from the left first molar to the right first molar) and two replaceable parts (i.e., the part of the ascending ramus of the mandible, as well as the second and third molars). It was covered with a layer of rubber-like material to simulate the gingiva. For the comparison between the 3D-printed and animal models, a total of 205 questionnaires were collected. Both oral surgeons and students agreed that the 3D-printed model was better than the animal model in terms of total value and the anatomy of the bone and teeth, simulating the surgical procedure (p < 0.05), while the two models achieved similar results for haptic feedback of the soft tissue (p > 0.05). Conclusions:The 3D-printed model is realistic and effective for learning impacted third molar extraction and received positive feedback from students and oral surgeons. This model can significantly improve the pre-clinical skill training of dental students.

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“…Until now, we have been educating students using 3D-printed models; however, developmental skills and sound knowledge of human anatomy are necessary. 26,[20][21][22][23][24][25][26][27][28][29][30][31][32][33] For this study, performing simulations using the MSS initially and then executing the planned surgical osteotomy procedure ensured that students improved their skill set and understanding of anatomy. Furthermore, they could deepen their understanding of the details of surgery by recognizing the importance of surgical planning, along with the materials and the techniques used.…”

Section: Discussionmentioning

confidence: 99%

Osteotomy training for dental students using three‐dimensional simulation software and maxillofacial three‐dimensional‐printed models

Yoshida

Watanabe

Sugahara

et al. 2022

Journal of Dental Education

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Purpose/objectives: Simulated educational models of teeth, bones, and gums have been used for a long time in procedural skills training in dentistry. The advent of three-dimensional (3D) printing technologies and additive manufacturing has facilitated the production of more advanced 3D printed models that can be utilized for surgical and dental training together with other technologies (e.g., 3D scanners and image analysis software). Methods:We conducted training on osteotomy in the maxilla and mandible using maxillofacial simulation software (MSS) and a 3D-printed model for 5thyear undergraduate dental students (13 students in 2017 and 11 students in 2018 with more than half of their results). We compared the group (13 students) who performed osteotomy after participating in the simulation lecture with those (11 students) who performed osteotomy after performing self-simulation (they were instructed to bring their personal computers and install the MSS) using tests and questionnaires (pre-and post-curriculum). Results: The average test score was significantly higher in the group who performed osteotomy using the 3D-printed model after performing self-simulation; participants in this group had acquired a better understanding of the surgical procedure. Comparison using questionnaires showed a significant difference in the students' understanding of instruments and surgical techniques between both groups. Conclusion:The MSS and 3D printed models are widely used clinically. Incorporating these in the curriculum will help accelerate student development. In addition, prompt education on the purpose and usefulness of these tools will not only facilitate simulation software and 3D-printed model-based treatment plan in the clinic but also promote further research.

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Validation of a three‐dimensional printed model for training of surgical extraction of supernumerary teeth

Cited by 12 publications

References 21 publications

Dental students’ perceptions on a simulated practice using patient‐based customised typodonts during the transition from preclinical to clinical education

Dental students’ perceptions on a simulated practice using patient‐based customised typodonts during the transition from preclinical to clinical education

Three‐dimensional printed model of impacted third molar for surgical extraction training

Osteotomy training for dental students using three‐dimensional simulation software and maxillofacial three‐dimensional‐printed models

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