Abstract
Computer programs have been developed for removable partial denture (RPD) design, but their educational impact has never been investigated. This study measured the effectiveness of computer-based RPD design simulations in a traditional RPD design course for second-year dental students. Thirty-six students were randomly assigned to four groups, two simulation and two control groups, at the beginning of the RPD design module. A cross-over design compared the two strategies during laboratory exercises. First, the simulation group worked with the simulation, while the control group met in small-group seminars with faculty. Post-test 1 was given, and then students switched teaching methods and post-test 2 was given. Each post-test had two parts. Part 1 involved designing an RPD based on specific patient criteria. Part 2 involved choosing the more correct of the two designs. Results showed a significant difference (p = .0072) in two of four test groups. Although it was an initial evaluation, the computer simulation was shown to be equivalent to faculty-led small-group seminars. Students also responded positively to a questionnaire on their perceived effectiveness of the simulations. The results suggest that RPD design can be taught as effectively with computer-based simulations as with faculty-led seminars.
Published Version
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