Dental Course Research Articles

Geriatric dentistry course effect against ageism among dental students: A cohort study.

The aim of this study is to investigate the effectiveness of geriatric dentistry courses as a combating strategy against ageism among dental students. A pre-post prospective study was conducted in three different dental schools located in the State of Sao Paulo, Brazil, that offered geriatric dentistry courses in their curricula. A questionnaire specifically developed for this research and the "Ageism Scale for Dental Students" (ASDS) were applied before and after geriatric dentistry courses in all three dental schools. Among 184 dental students, 51.6% (n=95) improved their ageism scores. Dental students who improved ASDS scores were more likely to be from a public dental school (56.7%vs. 40.4%; p=.040), in their 8th and 10th semesters (56.7%vs. 40.4%; p=.040), and females (55.6%vs. 36.8%; p=.040). Other factors such as age, ethnicity, history of living with older adults, history of taking care of older adults, and knowledge of ageism were not significantly associated with ageism score improvement. Only institutional affiliation and age remained significant predictors in the final model. In this study, the main variables correlated with reducing ageism among dental students were institutional affiliation and age.

Analysis of different factors on dental students' perception of a flipped classroom model: A 6-year follow-up study.

To evaluate different factors affecting two different cohorts of dental students' perceptions with the flipped classroom (FC) model in a preclinical dental course over six years. In 2016 (cohort #1) and 2022 (cohort #2), second-year dental students participated in FC model in a preclinical dental course consisting of pre-class recorded videos and lectures along with classroom interactive exercises. Students then completed an anonymous pen-and-paper survey evaluating three factors influencing students' overall study experience with the FC model. Survey responses from cohort #1 and cohort #2 were compared to assess the effect of generation, student demographics and COVID-19 pandemic on students' perceptions. When asked to rate the FC experience out of 5, the mean ratings of cohort #1 and cohort #2 were 4.3 (±0.9) and 4.0 (±0.8), respectively. Cohort #2 preferred viewing slides and videos prior to class and had a higher agreement that pre-class course materials were beneficial to class preparation. Conversely, cohort #1 had a higher agreement that in-class discussion and exercises helped them to learn course content. From cohort #2, 88.6% of males and 71.6% of females preferred the FC approach over traditional lecture. Both cohorts reported positively with the FC model of teaching. Cohort #2 had higher positive reports with the pre-class work and cohort #1 had a higher positive report with in-class work. Course design should reflect the students' points of view and learning perspectives with careful consideration of the student population in the classroom.

Approach to Mental Disorders in Dental Education in a Brazilian State

Oral diseases present higher prevalence in people with mental disorders, which makes dental care a possible means for screening and referral to mental health specialized care. Because some dental conditions can be caused by or associated with mental disorders, dentists can identify patients’ mental health care needs. However, they have shown low confidence and a lack of training in dealing with mental health patients, which may indicate a deficiency in the approach to mental disorders in dental education. This study aimed to verify whether undergraduate Dentistry courses in a Brazilian state introduce knowledge about adult mental disorders into their curriculum content. The courses operating in the state of Minas Gerais, Brazil, were assessed by information available at the e-MEC system, the official database of courses and Higher Education Institutions in Brazil, and at institutions’ websites. Two researchers independently assessed pedagogical projects, curriculum matrices, syllabi, and teaching plans. Psychology disciplines Applied Psychology and Psychology-related were identified, and their syllabi and teaching plans were screened, searching for themes related to mental disorders and/or psychopathology. Of the 73 courses included, 34 were evaluated, and only five courses presented disciplines with some approach to mental disorders and/or psychopathology. The results showed that a large part of undergraduate Dentistry courses assessed do not address knowledge about adult mental disorders as part of dental education. Considering the impact of mental disorders on oral and systemic health, it is important to reflect on the role of dentists in mental health care and on the responsibility of Higher Education Institutions regarding the development of skills and competencies of these professionals. The results of this study draw attention to the need to address adult mental disorders in dental education, reinforcing mental health as an important aspect of patients’ general health.

History in context: teaching the history of dentistry with rare materials.

History and health humanities instruction offers a framework for professional students to examine the arc and development of their profession as well as develop cultural competencies. Exploring ideas, themes, and health care practices and approaches through historical instruction can show students how culture influences health care and practice, therefore providing a context for further development of cultural competence skills. This case report describes a collaboration among a dentistry course instructor, a liaison librarian, and curators of a rare book collection. Working together, this team offers an active learning class that examines the historical arc of the dental profession. We aim to have students use primary source materials to examine the experiences, research, and narratives of their profession. Using a World Cafe with thematic tables allows students to safely examine rare materials and artifacts and have meaningful conversations about themes that are critical to dentistry's past, present, and future. Students reported that engaging with artifacts and historical materials provided a different way to understand history and enhanced their learning experience. Engaging students in this work builds critical thinking skills that are essential to evidence-based practice.

SOFTWARE DENTAL OFFICE: SEGURANÇA E ARMAZENAMENTO DE DADOS EM CLÍNICAS ODONTOLÓGICAS

Dental Office Software aims to organize and speed up the majority of services at the Dental Office, which is why it is important to use a system to control a company’s movements so that everything can be computerized, modern, better controlled and organized, making day-to-day life easier. day of the clinics. The objective of this work is to present the tools that the Dental Office application has for managing the Novos Ventos Dental Clinic at Faculdade Serra Dourada in Altamira-Pa, with an emphasis on the importance of digital security, protection of patient information, including compliance with the LGPD. 36 students from the dentistry course at Serra Dourada College who are between the 4th and 10th period participated in the research. The implementation of the same for the dental clinic will bring agility, security, greater storage capacity since the system was considered complete and suitable for the routine in the school clinic.

Evaluation of Dentistry Student's Perceptions About Restorative Dentistry Course

Evaluation of Dentistry Student's Perceptions About Restorative Dentistry Course

Teaching posterior composite restorations: A survey of dental schools in Palestine

AimThis study aimed to assess different aspects of teaching posterior composite restorations in two dental schools in Palestine. Materials and methodsA questionnaire was emailed to the heads of the operative and conservative dentistry departments to collect detailed information on the teaching practices related to posterior composite restorations. The questionnaire comprised 22 questions structured to collect information on the time dedicated to teaching the topic, competency assessments, future plans for allocating time for each restoration type, relevant indications and contraindications, specific materials and techniques utilized in the application, and fees charged for posterior restorations. The gathered responses were collated in Excel and analyzed. ResultsBoth dental schools allocated similar teaching times to posterior composites and amalgam in their preclinical operative dentistry courses. However, there was a greater emphasis on composites in the clinical course than in the preclinical course at both institutions. Despite these differences, both institutions expressed a shared intention to allocate more time to teaching posterior composites while reducing the emphasis on teaching amalgam procedures. Consistency was observed across competency testing, cavity design preferences, and contraindications, with both schools favoring slot-type cavities. Furthermore, uniformity was noted in the management of operatively exposed dentin and matrix techniques, although variations existed in moisture isolation. Notably, both schools taught circumferential and sectional metal matrices but did not teach clear sectional matrices or use of bulk-fill composites. Additionally, the adhesive and light-curing practices remained consistent across both institutions. ConclusionThe findings of this study indicate that the teaching of posterior composite restorations is consistent across both Palestinian dental schools. Their curricula are aligned with contemporary international practices, demonstrating a strong commitment to modern operative dentistry and adherence to global standards. These findings offer valuable insights for educators and researchers and emphasize the need for ongoing adaptations to maintain high clinical standards.

Understanding health students' knowledge of adverse drug reactions

This study investigated the knowledge of students from the Pharmacy, Nursing, Medicine, and Dentistry courses at UNITPAC regarding Adverse Drug Reactions (ADRs). A total of 111 students participated, with a percentage distribution per course of 34% in Pharmacy, 31% in Nursing, 20% in Medicine, and 15% in Dentistry. The results revealed that the majority of students acquired knowledge about pharmacovigilance and ADRs during their undergraduate studies, but there was variation among courses. Pharmacy had the highest knowledge index (71.1%) in pharmacovigilance, while Medicine had the greatest understanding of ADRs (72.7%). However, Nursing (26.5%) and Dentistry (17.6%) showed lower understanding of pharmacovigilance. Regarding knowledge about ADRs, Pharmacy (94.7%) and Medicine (72.7%) had the highest rates. In contrast, Nursing (73.5%) and Dentistry (41.2%) had lower comprehension. Polypharmacy was poorly understood, with 68.4% of Pharmacy students recognizing the term, compared to 17.6% of Dentistry students. The majority of students correctly defined ADRs, with Medicine (90.9%) and Pharmacy (89.5%) standing out. The research indicates the need for improvements in student education, especially in Nursing and Dentistry, to ensure a more comprehensive understanding and adequately prepare them to deal with ADRs in professional practice.

Development of a three-dimensional printed model from a digital impression of a real patient for aesthetic dentistry undergraduate teaching.

The acquisition of skills and manual dexterity in aesthetic dentistry in undergraduate teaching requires preclinical practices with simulation that should approximate real clinical situations. We will present a digital procedure for the creation of three-dimensional (3D) resin models adapted to the practices of the Aesthetic Dentistry course. Stereolithography or Standard Tesellation Language (STL) files of a real patient were previously obtained with a 3-shape intraoral scanner. Using the Exocad computer programme for dental prosthesis design, various modifications were made, such as incisor rotation, surface alterations imitating dysplasias or erosions, the creation of diastemas, or even changes in tooth size. The virtual model was printed in resin for use by students. Once the practices were finished, the students and the teachers evaluated the use of the 3D printed models. The result is the typodont model, in which seven laboratory sessions took place: 1-Restoration of conoid tooth morphology, 2-Cervical abrasion/ erosion restoration, 3-Direct Composite Veneer, 4-Aesthetic correction in a tooth with rotation, 5-Diastem closure, 6-Occlusal abrasions/ erosion, and 7-Maryland bridge. 90.48% of the students evaluated the designed 3D model as the best method for laboratory practice compared to other methods, obtaining a general assessment of 8.3 out of 10. The method used has provided a reproducible standard analog model for direct aesthetic dental restoration practice, with a good assessment by students and teachers.

Impact of the COVID-19 Pandemic on Self-Confidence in Patient Treatment in the Endodontic and Restorative Procedures of Dentistry Students at the University of Novi Sad.

(1) Background: The COVID-19 pandemic has brought about a change in the concept of teaching with the introduction of online lectures and "distance learning." The aim of this study was to determine the impact of the COVID-19 pandemic on the confidence and both theoretical and practical knowledge of dental students regarding the courses in conservative dentistry and endodontics. (2) Methods: The study was conducted using an originally created online questionnaire consisting of 30 questions that the students used to make a subjective assessment of their confidence in performing both endodontic and conservative procedures using numerical scales. They were divided into two groups, a non-COVID group of students, who attended classes before the outbreak of the pandemic, and a COVID group, whose classes were suspended due to the lockdown. The data were processed in the SPSS statistic 25 program, with statistical significance p < 0.05. (3) Results: The comparison of the self-assessment of 96 students from the COVID group and 91 students from the non-COVID group revealed significant results. Compared with the COVID group, the non-COVID students felt more confident in the application of anesthesia in both the maxilla and mandible, in the initial treatment of patients in pain, as well as in all the steps of the endodontic treatment. Both groups felt equally confident in diagnostic and conservative procedures, and the level of theoretical knowledge acquired in the courses. (4) Conclusions: Changes in teaching due to the COVID-19 pandemic had an unfavorable effect on students' self-confidence in performing routine dental interventions, especially in the endodontic field. The lack of confidence in the COVID group regarding the anesthetic and endodontic procedures appears due to their inability to do any of these procedures during the COVID period; we organized summer practical school under the supervision of teachers, and they gained the necessary knowledge and self-confidence for these procedures.

Practices of Dental Care and Treatment Provided to Pediatric Patients in Private Dental Clinics in Lahore, Pakistan

&lt;p&gt;Background and Objective: With the high prevalence of dental caries among children in Pakistan and the limited availability of pediatric dentists, dental care is provided majorly by general dentists. This study aims to determine the preventive dental care provided to pediatric dental patients by general dentists in private practice settings in Lahore.&lt;/p&gt; &lt;p&gt;Methods: This cross-sectional study was conducted among 185 general dentists working in private dental clinics in Lahore, utilizing an online validated questionnaire designed by the authors and distributed through email and WhatsApp using a purposive sampling technique. Data were analyzed using statistical software, and p-value of 0.05 was taken as significant.&lt;/p&gt; &lt;p&gt;Results: Most respondents (73.5%) reported the unavailability of pediatric dentists in their clinics. About one-third of the respondents always chose to refer their child to a pediatric dentist. About 48.1% of the general dentists were &amp;ldquo;somewhat aware&amp;rdquo; of the behavioral management techniques. Pediatric-specific dental treatment services were more frequently provided in clinics where a pediatric dentist was available. Fillings were the most frequent (90.8%) treatment services, along with extractions (79.5%), pulpectomies (69.2%), and pulpotomies (65.9%). Notably, 74.1% of the general dentists had not attended any workshop or course in pediatric dentistry.&lt;/p&gt; &lt;p&gt;Conclusion: General dentists in private practices provide minimal dental treatment to pediatric patients, with a significant number lacking formal training in pediatric dentistry. This highlights the need for formal training programs to improve the quality of pediatric dental care.&lt;/p&gt;

DEVELOPMENT OF A MULTIMODAL TOOL TO SUPPORT TEACHING OF ROOT CANAL ANATOMY OF PRIMARY MOLARS: AN OBSERVATIONAL CROSS-SECTIONAL STUDY TO EVALUATE THE ACCEPTANCE OF UNDERGRADUATE STUDENTS

The study developed a multimodal imaging tool to support the teaching of root canal anatomy of primary molars and evaluated its acceptance by dentistry students. A cross-sectional study was developed and divided into two parts: creation of a video and elaboration of an electronic questionnaire to assess acceptance. Both were pre-tested for content and comprehension. Undergraduate dental students who were attending or had already attended a Pediatric Dentistry course were eligible. Data were collected from for two months and analyzed descriptively and comparatively (Wilcoxon test). A total of 135 students, mostly female (79.26%), from last or before last year (54.81%) at private institutions (86.67%), with an average age of 25.36±6.46 years old. Most of them (78.52%) were attending the Pediatric Dentistry course in the current semester, with online classes, synchronously (57.04%). Almost half (50.37%) thought they had reasonable knowledge about the anatomy of primary teeth before watching the video, and 59.26% did not seek extra information about the subject. Self-knowledge on the topic improved after watching the video (p&lt;0.01). From those who answered the questionnaire completely (115), 99.13% considered the video relevant and 100% thought the information was clear. Video was well accepted by students while being important to help increase their knowledge.

The portfolio as a teaching/learning strategy in a dentistry course: students' perceptions

The use of portfolios in academic activities is used to document and reflect on learning. They allow for the organization of work, the assessment of progress and the demonstration of skills. Thus, encouraging self-assessment becomes a valuable tool for both students and educators. Therefore, this study aimed to investigate the perception of students of the dentistry course at a private university in southern Brazil regarding the use of the portfolio as a teaching/learning strategy. An exploratory, descriptive case study with a qualitative approach was conducted with a convenience sample of fourth semester dental students. A semi-structured interview was held with each participant individually. The answers were recorded and subsequently transcribed. The data were submitted to the content analysis method proposed by Bardin. The sample was composed of seven students (six women and one man). The mean age was 24 years old. The aspects perceived as the most influential in the construction of the portfolio were the importance of the professor guiding the work and motivating the students, the subjectivity of the process, which depends on the individual characteristics of each student, and the importance of sharing ideas with classmates. The method was considered challenging, as it demands self-expression and the capacity for critical, reflexive thought. All students discussed the potentialities of the method. Despite being considered a challenging method, the portfolio proved to be an effective teaching/learning strategy. The use of this method encouraged the search for knowledge in a continual, holistic process that better prepared the students for evaluations.

Brazilian undergraduates' and dentists' knowledge on preventing, diagnosing and managing dentin hypersensitivity: A cross-sectional questionnaire study.

To analyse the knowledge of dental undergraduates and dentists on the prevention, diagnosis and management of dentin hypersensitivity (DH); to compare their knowledge scores; and to understand the related variables using a regression model. An original online questionnaire investigated the attitudes, self-reported knowledge ('how much they thought they knew') and real knowledge ('how much they really knew') of 132 students and 338 dentists. Data were analysed descriptively, both knowledge scores were compared using Mann-Whitney and Wilcoxon signed-rank tests and data were subjected to two multiple linear regression analyses considering real knowledge scores as the dependent variable (α < 0.05). The self-reported knowledge on DH was higher than the real knowledge for both students and dentists, but dentists presented the highest scores. Gingival recession and acidic diet were reported as the main predisposing factors for DH by undergraduates and dentists. Students normally managed DH with dietary and hygiene instructions followed by a desensitizing agent application, while dentists managed with occlusal adjustments. The mechanism of glutaraldehyde/HEMA and bioactive fillers on DH is widely unknown by students and dentists. The majority of the questioned individuals cannot differentiate DH from sensitivity of caries or molar-incisor hypomineralization. Both students and dentists overestimate their knowledge of DH, revealing deficiencies in prevention, diagnosis and management. Students' knowledge improves towards the end of the Dentistry course, while younger dentists and PhD holders are more knowledgeable. Institutions should implement ongoing DH education for undergraduates and conduct interventions for experienced professionals, especially older ones.

The development of a serious game for laser applications in dentistry and the evaluation of dental students' satisfaction

BackgroundThis study aimed to design and implement a gamified application about the theoretical aspects of laser applications in dentistry and investigate students' satisfaction with their learning experience.MethodsAn engaging educational program named Essential Skills and Knowledge in Learning Laser (ESKILLD) was developed to teach laser applications in dentistry. The program comprises two primary components: a “Tutorial and Quiz” section and a “Games” section. Final-year dental students were tasked with installing and using this application. A 29-item validated questionnaire (Cronbach's alpha = 0.97, ICC = 0.94) was used to evaluate students' perceptions of the applications' design and functionality. The influence of participants' gender and Grade Point Average (GPA) on their satisfaction levels was examined via the student t-test and Pearson's correlation, with a significance level of 0.05.ResultsThe study had 56 participants, of which 37 were female (66.07%), and 19 were male (33.92%). The students' average GPA was 15.16 out of 20. The mean rating for ESKILLD's design and functionality was 1.39 ± 0.47 and 1.37 ± 0.46, respectively, signifying a high satisfaction level. Female students rated the application's coherence and learning perception significantly higher than their male counterparts (p < 0.05). However, gender did not significantly influence scores on other perception aspects or overall scores. Students' GPAs and their perception scores did not have a significant correlation.ConclusionsThe results indicate that the participants were generally satisfied with the game's features and attitudes towards it, which underscores the potential effectiveness of gamification in dental courses focused on laser applications.

Impact of self-assessment on dental student’s performance in pre-clinical conservative dentistry course

BackgroundSelf-assessment (SA) is an interactive course that endorses the accomplishment of learning objectives through learners’ identification of insufficiencies in their didactic knowledge and pre-clinical skills. This study was planned to determine whether there is any improvement in the faculty assessment (FA) score following the implementation of SA in the Pre-clinical Conservative Dentistry Course.MethodsFifty-four first-semester dental students were given an introductory lecture followed by a demonstration for Class I Cavity Preparation in typhodont mandibular first molar. At the end of the demonstration, the Scoring Rubric (SR) was explained point-wise in the prepared cavities. During the next session, all students performed Class I cavity preparation and they were given an assessment sheet to enter their scores (SA1). All teeth were evaluated by the Grading Faculties in a blinded manner (FA1). Each participant was explained the difference in their respective SA1 from FA1 and their queries were resolved individually. During the next sessions, Students and Grading Faculties followed the same protocol and scores were recorded as SA2, FA2, SA3 and FA3.ResultsThe mean score of SA1 was significantly higher than that of FA1 (p < 0.001). However, no significant difference was obtained between SA and FA in the second (p = 0.352) and third (p = 0.434) assessments. In contrast with first assessment, mean marks obtained in FA were higher compared to SA in both second and third assessments. There was a statistically significant improvement in mean marks obtained by the students over time (p < 0.001).ConclusionSA endorsed student-faculty communication and enhanced student’s poise and technical skills in operative pre-clinical dentistry.

Uso de substâncias psicoativas em alunos de um curso de Odontologia do estado do Ceará - instrumento DUSI-R

Analyzing the pattern of psychoactive substance use by dentistry students at the University of Fortaleza, as well as its relation to family and social aspects and its repercussions on academic performance. The research was conducted at the University of Fortaleza, targeting students regularly enrolled in the current year's dentistry course. The survey was carried out in April and May of 2016, covering all students from the first to the last semester of the course, with a total of 257 participating students. Data collection was conducted using the DUSI-R instrument, applied via Google Drive and remotely. Consumption of nearly all psychoactive substances was observed, although some only in small percentages. The most widespread drugs among the university students were non-prescription painkillers, at 68.3%, and alcohol at 61.4%, followed by marijuana at 7.5%, tobacco at 7.4%, and non-prescription tranquilizers at 6.7%. It was noted that, regarding alcohol consumption, 35.4% reported enjoying games that involve drinking when at parties. In terms of family relationships, 17.3% of the participants reported that their parents/guardians often argue with each other. Concerning academic performance, 18.8% of the participants reported having grades below average. The pattern of illicit drug use was present in the studied sample with direct repercussions on the academic process and possibly related to the family context.

Human resources in dentistry geographical distribution in Brazil and Colombia: Comparative analysis from the perspective of historical institutionalism

The Human Resource in Health constitutes one of the six core components of health systems, playing a crucial role in realizing the right to health and ensuring access and service quality. Additionally, institutional frameworks within each country, encompassing laws, decrees, political systems, and health system characteristics, exert a significant influence on HRH and, specifically, in Human Resources in Dentistry (HRD). Both Brazil and Colombia experienced neoliberal reforms in the 1990s, introducing new institutions within the existing model and altering the social, political, and economic dynamics of each country. This study aims to examine the impact of institutional arrangements stemming from the 1990s neoliberal reforms in Brazil and Colombia on HRDs, focusing on geographic distribution. Employing a comparative analysis and adopting a historical institutionalism perspective, the research relies on a methodology involving multiple case studies with embedded units. Results reveal that the neoliberal reforms represented critical junctures reshaping the social and economic policies of both nations. In this context, the reforms influenced wealth distribution in both countries, subsequently impacting the unequal geographical distribution of HRD. These effects were closely tied to factors such as labor flexibility and the unregulated, unplanned expansion of dentistry courses. These elements initiated positive feedback loops, characterized by path dependence and increasing returns, which have contributed to the institutionalization and persistence of these phenomena within the state and have become entrenched in HRDs over time.

The impact of three learning methods on dental students' satisfaction and knowledge acquisition.

Health professionals' education presents unique challenges including clinical application of knowledge and interprofessional collaboration. Additionally, institutions suffer from faculty shortages while class sizes increase. Therefore, educators seek innovative andragogical techniques utilizing minimal resources. Several active learning methods have been introduced as a solution. The aim of this study is to assess the impact of lecture (LBL), case (CBL), and team (TBL) based learning on the students' satisfaction and knowledge attainment. A total of 134 sophomore dental students are taught pediatric dentistry course using LBL, CBL, and TBL techniques. At the end of the course, students are invited to participate in a satisfaction survey. Statistical analysis is conducted using a two-sided chi-square goodness of fit test. Students' comments are used for qualitative analysis. Final exam analysis is administered via Examsoft software. A total of 98% of the students participated in the survey out of which 83% met the inclusion criteria (N=110). Students chose LBL as the method that helped them learn in a comprehensive way, provided the most comfortable environment, and presented the overall highest satisfaction with statistically significant difference (p value=0.001). LBL questions scored the highest point biserial and discrimination index. The percentage of correct answers and difficulty level was highest for TBL. Students preferred LBL over the other learning methods. Final exam psychometrics showed favorable results for LBL and TBL. Students could potentially benefit from combining both techniques. However, more research is needed to assess the effectiveness of various teaching methods on the short- and long-term learning outcomes.

Evaluating a method of creating artificial caries in typodont teeth for teaching Class III cavity preparations.

The purpose of the study was to report a step-by-step process of creating artificial caries typodont teeth and to determine the perception and efficacy of their use in preclinical operative training. Artificial caries material comprised of commercially available hide glue and chocolate powder for more realistic coloring was embedded into the distolingual of #9 ModuPRO plastic typodont teeth. First-year dental students having no clinical experience in excavating Class III cavity preparations were divided into two groups. Group BA prepared conventional typodont teeth (CTT) first, then artificial caries typodont teeth. Group AB prepared the ACT first, then CTT. The preps were scored employing a rubric used in the operative dentistry course class. A feedback questionnaire was conducted to rate students' satisfaction regarding the use of ACT and CTT. The Mann-Whitney U-test was used to compare the scores between groups ACT-CTT and CTT-ACT and the Chi-Square test was used to evaluate the positive and negative questionnaire responses. The two groups showed no significant difference in grades and no significant changes in their scores regardless of which order they prepped the teeth (P>0.05). The questionnaire heavily favored the use of artificial caries typodont teeth (P<0.05). The artificial caries typodont teeth protocol described in this study was feasible when implemented at the preclinical laboratory instruction level with positive questionnaire feedback from dental students.