Dental Training Research Articles

Pelatihan Kesehatan Gigi dan Mulut pada Siswa Sekolah Dasar

Oral and dental health training for elementary school students is an important preventive effort to build the habit of maintaining oral and dental hygiene from an early age. This program aims to increase students' knowledge about the importance of dental and oral care and train them in the correct tooth brushing technique. This activity begins with counseling on dental health problems that children often face, such as cavities due to bad habits and high sugar consumption. Furthermore, students are given practical training on how to brush their teeth effectively. The results of the training showed that students were very enthusiastic and were able to understand and practice the correct tooth brushing technique. Question and answer sessions and direct practice strengthened their understanding, while giving prizes increased students' motivation to apply the knowledge they had gained. This training is expected to be the first step in forming a generation that is aware of the importance of oral and dental health.

Oral health care for individuals with intellectual and developmental disabilities: A statewide model.

Effective strategies and practices can assist in forming future initiatives and policies to improve oral health for individuals with intellectual and developmental disabilities (IDD). This manuscript aims to describe the Tufts Dental Facilities (TDF), a university-state collaboration providing sustained statewide access to comprehensive oral health care for individuals with IDD. The TDF program was established in 1976 as the result of a class action lawsuit to improve medical and dental care for individuals with IDD residing at state institutions in Massachusetts. TDF, A partnership, between Tufts University School of Dental Medicine (TUSDM) and the Commonwealth of Massachusetts, is a network of seven dental clinics strategically positioned across the state. These clinics are specifically designed to meet the oral health needs of individuals with IDD. TUSDM's oral health providers with expertise in special care dentistry deliver comprehensive oral health care for over 6500 individuals with IDD, incorporating supportive care services and access to general anesthesia. Additionally, the program provides training in special care dentistry for dental residents and pre-doctoral dental students. Leveraging state and university resources, TDF provides a model of a sustainable, long-term system for statewide access to oral health care for individuals with IDD.

Factors that Influence the Appearance of Dental Anxiety and Fear in Daily Dental Practice in Patients with Mental Disorders

Introduction: Dental anxiety and fear in conjunction with mental disorders can constitute a threat to the patient who comes to the dental office, appearing in a vicious circle of avoidance, if the necessary measures are not implemented. Materials and methods: A literature search was carried out in Pubmed for the last 10 years (2014-2024) under the keywords “Dental anxiety AND dental fear AND mental disorder” and “Dental anxiety AND dental fear AND dentistry”. Results: After the search was performed, it was complemented with a manual verification of the selected articles, choosing a total of 36 articles. Conclusion: Mental disorders, anxiety, and dental fear are multifactorial entities influenced by the evolution of the mental state, the socio-demographic factors and the dental therapy to be carried out. Good training of dentists in this field is necessary due to the existing relationship between mental disorders, anxiety, and dental fear and the impoverishment of the oral health of the patient.

Evaluation of user experience and satisfaction with workplace-based assessments (WPBAs) in dental postgraduate programmes.

To explore the experience of and satisfaction with workplace-based assessment tools among dental postgraduate trainees. The cross-sectional study was conducted from March to October 2022 at the Aga Khan University Hospital, Karachi, and comprised all Operative Dentistry, Prosthodontics and Orthodontics postgraduate trainees. A questionnaire with both open-ended and closed-ended questions was used to record the experiences and satisfaction level of the dental residents who had earlier been subjected to workplace-based assessment. Data was analysed using SPSS 20, while thematic analysis was used for open-ended questions. Of the 20 Subjects, 15(75%) were females. Also, 11(55%) participants had received prior training for workplacebased assessment. There were 16(80%) residents who were satisfied with workplace-based assessment tools in the dental residency programme, 15(75%) agreed that the tools improved their clinical skills and helped them identify their weak areas, all the 20(100%) participants said the feedback given to them was constructive, 18(90%) reported that they were allowed to put in their views. However, 7(35%) participants reported that being observed adversely affected their performance. Dental residents generally gave positive feedback related to workplace-based assessment tools in a clinical setting.

Simulation Training in Dentistry and Maxillofacial Surgery as Realistic Modeling and Simulation of a Clinical Situation

Simulation training in modern medicine is a recognized technology for teaching and assessing practical skills based on realistic modeling and imitation of a clinical situation, for which educational models of varying complexity and realism are used. Simulation education in dentistry and maxillofacial surgery is leading in creating conditions for the development of a wide range of competencies without the risk of harm to a patient and without which it is impossible to imagine education in modern times.

ROLE OF PROBIOTICS IN DENTISTRY: A QUESTIONNAIRE BASED STUDY

Aim: To assess the awareness and knowledge of dental students and practitioners regarding the role of probiotics in dentistry. Methods: Questionnaire was administered to the students of a SGT University, Gurgaon and general practitioners to assess their knowledge, attitude and practice about rational use of probiotics with respect to oral health. Data was analysed after entering in to a Microsoft excel sheet and by using descriptive statistics. Results : The study found that practicing dentists had the highest knowledge of probiotics, followed by postgraduates and undergraduates. Enhancing education on probiotics is necessary to improve their integration into dental practice. Conclusion: The study underscores the need for improved probiotic education across all levels of dental training to enhance clinical integration. By addressing knowledge gaps, dental professionals can better utilize probiotics to improve patient care. The survey indicates a broad acceptance and awareness of probiotics among dental professionals, with significant emphasis on their benefits for oral and overall health. Both male and female respondents show strong support for incorporating probiotics into oral care, highlighting the potential for greater educational outreach and product development to meet this interest. KEYWORDS: Probiotics, Oral health, Knowledge Aptitude Practice, Questionnaire

KNOWLEDGE, ATTITUDE AND PRACTICE AMONG DIFFERENT DENTISTS REGARDING ORAL PIERCING DELETERIOUS EFFECT: A QUESTIONNAIRE BASED STUDY

Background: Oral piercings, including tongue, lip, and cheek piercings, are popular forms of body modification. These piercings, while culturally significant and a means of self-expression, pose various health risks that necessitate informed management by dental professionals. Objectives: This study aims to assess the knowledge, attitudes, and practices (KAP) related to oral piercings among dental undergraduates, postgraduates, and practicing dentists. Methods: A cross-sectional questionnaire-based study was conducted among 300 participants, comprising dental undergraduates, postgraduates, and practicing dentists. The questionnaire covered demographics, knowledge of oral piercings, attitudes towards these modifications, and clinical practices in managing complications. Data were analyzed using SPSS software, with descriptive statistics and comparative tests (Chi-square and ANOVA) applied to evaluate KAP differences among the groups. Results: Significant variations in knowledge levels were observed, with practicing dentists displaying the highest understanding of oral piercings and their complications. Postgraduates demonstrated a more comprehensive knowledge compared to undergraduates, who showed a basic understanding. Attitudes towards oral piercings varied, with undergraduates and postgraduates viewing them more favorably compared to the cautious stance of practicing dentists. Clinical practices also differed, with experienced dentists more proactive in patient education and management strategies. Conclusion: The study highlights the need for enhanced education on oral piercings across all levels of dental training. Integrating comprehensive curricula and continuous professional development programs can bridge knowledge gaps and improve clinical practices. Gender-wise analysis highlights that both male and female dental professionals show comparable levels of awareness and engagement regarding oral piercings, with responses indicating a shared commitment to patient education and proactive care practices in managing associated risks and complications KEYWORDS: Oral piercings, dental education, knowledge, attitudes, clinical practice, complications.

Assessment of oral hygiene behavior among Iraqi medical students

Objectives: General health is intimately related to oral health. Since primary care doctors are the main healthcare providers in society and many systemic disorders present themselves orally, it is imperative that medical students and professionals comprehend oral health and its importance. The study’s aims were to determine the comprehension of oral hygiene practices and brushing teeth strategies among a sample of Iraqi medical graduates. Material and Methods: A cross-sectional study involved 100 medical undergraduates at Ibn Sina University, College of Medicine in Baghdad, Iraq, during the period from (September to November 2022) after obtaining informed approval. Results: Our participants were 57.0% male and 43.0% female, ranging in age from 20 to 24 years old, the majority of students (82.0%) brush their teeth daily, but (18.0%) they did not, regarding toothbrushing techniques, the majority (34.0%) use a combined (horizontal and vertical) technique, (29.0%) vertical, (17.0%) horizontal, and (20.0%) circular, regarding time spent on brushing teeth, 47.0% taking 1 min, 29.0% taking between 2 and 3 min, 18.0% taking less than a minute, and 6.0% taking more than 4 min, and (52.0%) of students use a medium brush, while (31.0%) use a soft brush, and (5.0%) use a hard brush, the remaining (12.0%) not knowing the type of brush they employ, the dental floss was known to (65.0%) of participants, while 35.0% were unaware of its existence, there was no significant correlation between regularity of brushing and the number of visits to the dentist for scaling (P > 0.05). Conclusion: It would be valuable for medical graduates to attend educational society gatherings and continued dental training courses to increase their understanding of their oral hygiene.

Perception of Caregivers about Oral Health Services for Institutionalized Older Adults: A Mixed Method Study.

In India, the absence of formal training in geriatric dentistry and the lack of recognition of it as a speciality contributes to the deterioration of oral health in the older adults. India lacks specific oral healthcare policies for older adults. Additionally, caregivers' perspective in old age homes regarding oral healthcare services remains underexplored, necessitating further studies in this context. A mixed method study was conducted, and the quantitative component focused on assessing the oral health status of institutionalized older adults and caregivers' perceptions using a questionnaire. The qualitative part evaluates caregivers' perceptions of providing oral healthcare services for older adults through in-depth interviews. Mean DMFT among institutionalized older adults was 15.52±8.23. More than 50% of caregivers perceived that the oral health status of institutionalized older adults was fair. Barriers to oral health services include autonomy, difficulty in traveling, lack of financial support, lack of knowledge and time. Approaches to enhancing oral health services for institutionalized older adults include oral health education for older adults and their caregivers, monthly dental visits to the institution, utilization of portable dental chair services, collaboration with dental colleges/dental clinics, distribution of oral health education materials, and provision of oral hygiene aids. Findings from our study indicate the need to collaborate with dental institutions to provide oral health services in old age homes, to improve the oral health status of older adults and caregivers' knowledge.

Use of Multiple-Choice Items in Summative Examinations: Questionnaire Survey Among German Undergraduate Dental Training Programs.

Multiple-choice examinations are frequently used in German dental schools. However, details regarding the used item types and applied scoring methods are lacking. This study aims to gain insight into the current use of multiple-choice items (ie, questions) in summative examinations in German undergraduate dental training programs. A paper-based 10-item questionnaire regarding the used assessment methods, multiple-choice item types, and applied scoring methods was designed. The pilot-tested questionnaire was mailed to the deans of studies and to the heads of the Department of Operative/Restorative Dentistry at all 30 dental schools in Germany in February 2023. Statistical analysis was performed using the Fisher exact test (P<.05). The response rate amounted to 90% (27/30 dental schools). All respondent dental schools used multiple-choice examinations for summative assessments. Examinations were delivered electronically by 70% (19/27) of the dental schools. Almost all dental schools used single-choice Type A items (24/27, 89%), which accounted for the largest number of items in approximately half of the dental schools (13/27, 48%). Further item types (eg, conventional multiple-select items, Multiple-True-False, and Pick-N) were only used by fewer dental schools (≤67%, up to 18 out of 27 dental schools). For the multiple-select item types, the applied scoring methods varied considerably (ie, awarding [intermediate] partial credit and requirements for partial credit). Dental schools with the possibility of electronic examinations used multiple-select items slightly more often (14/19, 74% vs 4/8, 50%). However, this difference was statistically not significant (P=.38). Dental schools used items either individually or as key feature problems consisting of a clinical case scenario followed by a number of items focusing on critical treatment steps (15/27, 56%). Not a single school used alternative testing methods (eg, answer-until-correct). A formal item review process was established at about half of the dental schools (15/27, 56%). Summative assessment methods among German dental schools vary widely. Especially, a large variability regarding the use and scoring of multiple-select multiple-choice items was found.

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;

A flipped classroom approach for dental undergraduate pre-clinical skills training in fixed prosthodontics

Proficiency in practical areas of pre-clinical dentistry must be demonstrated by students in a simulated environment before commencing treatments on patients. Time within simulation teaching laboratories is a finite resource, and this time pressure can lead to behaviours that are detrimental to fine motor skill development. The objective of this case study was to apply a flipped classroom approach for dental undergraduates during pre-clinical skills training to increase time for simulation. A flipped classroom method was implemented during the fixed prosthodontic (dental crown or ‘caps’) component, with lectures and instructional videos delivered in advance of practical sessions. A student evaluation questionnaire was completed by 64 of the 71 participating students (90.14%) and this was compared to the previous cohort who received the traditional didactic face-to-face demonstrations. Statistically significant improvements were identified by students in several areas. Simulation is a widespread teaching modality in healthcare education; adopting a flipped classroom approach can help educators deliver this training in a manner that enhances student development and the current case study is one such positive example in the field of undergraduate dental education. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0 .

Dental and dental hygienist trainee satisfaction with their veterans affairs clinical training experiences during the COVID-19 pandemic

BackgroundThe COVID-19 pandemic rapidly altered dental practice, training, and education. This study investigates the pandemic’s impacts on the clinical training experiences of dental and dental hygienist trainees at the US Department of Veterans Affairs (VA).MethodsUsing data from post-doctoral general practice dentists, dental specialists, and dental hygienist trainees who completed the VA Trainee Satisfaction Survey before and during COVID-19, we performed logistic regression and thematic content analyses to determine whether COVID-19 was associated with training satisfaction and likelihood of considering future VA employment.ResultsWhile post-doctoral dentist and dental specialty trainees did not report significant differences, dental hygienist trainees reported increased overall satisfaction and an increased likelihood to consider future VA employment during the pandemic compared to before the pandemic. Similar reasons for dissatisfaction were identified for both the pre-pandemic and pandemic groups.ConclusionsResearch outside VA indicates the pandemic’s association with trainees’ intentions to leave health profession education programs. Our results suggest the likely existence of factors that could lead to positive changes for at least some portion of the dental workforce. Future studies should explore those potential factors as some may be replicable in other settings or may apply to other health professions.

Ivan Alekseevich Pashutin at the origins of training specialists in dentistry in Russia

Ivan Alekseevich Pashutin, the founder of one of the dental schools in Saint Petersburg, played a crucial role in the formation and development of training in the field of dentistry in Russia. However, information about him in the special literature is limited. The aim of the study was to provide information about the role of Doctor of Medicine I.A. Pashutin as one of the organizers of training specialists in the field of dentistry in Russia. This article is based on the information available in the Russian special literature about Pashutin. Information about the life, family, and training of Pashutin as a person, military doctor, scientist, and specialist in dental diseases were provided. The sources of Pashutin’s knowledge and skills in dentistry were noted, as well as his organizational abilities, especially in the training of dentists, including at the dental school he created in Saint Petersburg. Notably, Pashutin was the first head of an independent course of odontology at the Military Medical Academy. Doctor of Medicine Ivan Alekseevich Pashutin was at the origins of the training of specialists in dentistry in Russia. His main achievement was the opening of a modern dental school at that time and his work as a teacher, consultant, and doctor on diseases of the teeth and oral tissues.

Exploring dental and oral hygiene students’ interprofessional readiness: a cross-sectional study in joint paediatric outreach training

BackgroundInterprofessional education is vital in oral healthcare education and should be integrated into both theoretical and work-based education. Little research addresses interprofessional education in dental hands-on training in authentic oral healthcare settings. The aim of the study was to examine the readiness and attitudes of dental and oral hygiene students towards interprofessional education during joint paediatric outreach training.MethodsIn the spring of 2022, a cross-sectional study was done involving dental and oral hygiene students using the Readiness for Interprofessional Learning Scale (RIPLS) during joint paediatric outreach training. The 19-item tool was answered on a five-point Likert scale (1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, and 5 = strongly agree). Means, standard deviations, minimums, maximums, and medians were calculated for each subscale and overall score. Students grouped according to their categorical variables were compared for statistically significant differences. The Mann-Whitney U-test was used for groups of two and the Kruskal-Wallis one-way analysis for groups of three or more. The internal consistency of the scale was measured with Cronbach’s alpha. Statistical level was set at 0.05.ResultsThe survey included 111 participants, consisting of 51 oral hygiene students and 60 dental students, with a response rate of 93%. The questionnaire yielded a high overall mean score of 4.2. Both oral hygiene (4.3) and dental students (4.2) displayed strong readiness for interprofessional education measured by the RIPLS. The subscale of teamwork and collaboration achieved the highest score of 4.5. Students lacking prior healthcare education or work experience obtained higher RIPLS scores. Oral hygiene students rated overall items (p = 0.019) and the subscales of positive professional identity (p = < 0.001) and roles and responsibilities (p = 0.038) higher than dental students. The Cronbach’s alpha represented high internal consistency for overall RIPLS scores on the scale (0.812).ConclusionsBoth oral hygiene and dental students perceived shared learning as beneficial and showcased high readiness for interprofessional education, as evident in their RIPLS scores. Integrating interprofessional learning into oral hygiene and dental curricula is important. Studying together can form a good basis for future working life collaboration.

Comparing the effectiveness of two educational methods for oral health management in COVID-19 pandemic among dental professionals.

AIM. The aim of this study was to train dentists on the different oral hygiene measures to be followed by COVID-19 patients via Webinar and Information Education Communication (IEC) Materials and compare the effectiveness of both. METHODOLOGY. A total of 100 dental professionals were included by non-probability convenience sampling. Webinar and IEC Materials on oral hygiene measures, oral symptoms, and management strategies during COVID-19 were created and training was conducted for all dental professionals who registered themselves. An online version of the self-administered questionnaire (English) was created on the official Edantseva website and circulated to all the registered participants to obtain the pre and post-training data. RESULTS. Out of the total 80 participants in the Webinar group, 47 were females and 33 were males. Comparing the mean total scores obtained by the participants in the webinar and IEC groups in the pre and post-test showed that there is a significant difference in the scores obtained by the participants in the two groups in the pre and post-test (p<0.01). CONCLUSION. Educating dentists via IEC Materials was effective in improving their knowledge regarding oral health management during the COVID-19 pandemic. IEC materials being handy and referable at any time was found to be more effective.

The analogous intraoral judgement of the abutment preparation angle is almost impossible! At least avoid undercuts.

A total occlusal convergence (TOC) angle (ϕ) of 6 degrees is a typical crown preparation requirement. It has been shown that this is difficult to achieve clinically. The present study therefore aims to compare the ability of students to judge different steepnesses, including a -1-degree undercut of prepared canines and molars, under clinical conditions with different analog tools. The complete dentures of a patient were duplicated without denture teeth 16, 23, 33, and 46. For each of these gaps, six crown stumps were milled with ϕ/2 = -1, 3, 6, 9, 12, and 15 degrees, each of which was insertable using mini-magnets. A total of 144 dental students, 48 students each from the 1st, 6th, or 9th semester, estimated these angles intraorally with various aiding tools: In addition to basic dental instruments, they used a parallelometer mirror, an analog clock dial with a 6-degree visualization, and a scale of tooth stumps with ϕ/2 between -1 and 15 degrees. The widely demanded 3 degrees were hardly recognized, but assumed to be steeper or even undercut. In contrast, the -1-degree divergent stump walls were predominantly estimated as parallel-walled or slightly conical. With increasing taper, the stumps tended to be classified as steeper, ie, "better." The additional tools did not result in a general improvement of the estimation performance. Students from higher semesters did not achieve better results. The present authors question the objectivity of an exclusively visual assessment of crown stump taper. It appears that dental training should at least focus on avoiding undercuts as the minimal prerequisite for an accurate intraoral scanning procedure. Digital control of the preparation angle by an intraoral scan and immediate clinical implementation of these results could help to produce appropriate preparations.

Mutual recognition of qualifications, health workforce migration, and graduate outcomes: a comparative mapping study of undergraduate dental education in Europe

BackgroundThe resource needs of health services are served by the recognition of qualifications across borders which allows professionals to migrate between countries. The movement of dentists across the European Union (EU), especially into the United Kingdom (UK), has provided a valuable boost to workforce supply. Recent changes to policy recognising overseas qualifications have brought attention to the equivalence of qualifications awarded in EU countries. Professional regulators need to be confident that dentists who qualified elsewhere have the appropriate knowledge, skills and experience to practise safely and effectively. The aim of this study was to compare UK and EU dental curricula, identify any differences, and compare the extent of pre-qualification clinical experience.MethodsThis was a mixed methods study comprising a questionnaire and website searches to identify information about curricula, competences, and quality assurance arrangements in each country. The questionnaire was sent to organisations responsible for regulating dental education or dental practice in EU member states. This was supplemented with information obtained from website searches of stakeholder organisations for each country including regulators, professional associations, ministries, and providers of dental education. A map of dental training across the EU was created.ResultsNational learning outcomes for dental education were identified for seven countries. No national outcomes were identified 13 countries; therefore, learning outcomes were mapped at institution level only. No information about learning outcomes was available for six countries. In one country, there is no basic dental training. Clinical skills and communication were generally well represented. Management and leadership were less represented. Only eight countries referenced a need for graduates to be aware of their own limitations. In most countries, quality assurance of dental education is not undertaken by dental organisations, but by national quality assurance agencies for higher education. In many cases, it was not possible to ascertain the extent of graduates’ direct clinical experience with patients.ConclusionsThe findings demonstrate considerable variation in learning outcomes for dental education between countries and institutions in Europe. This presents a challenge to decision-makers responsible for national recognition and accreditation of diverse qualifications across Europe to maintain a safe, capable, international workforce; but one that this comparison of programmes helps to address.

'Sustainability in the NHS': a novel method for teaching sustainable dentistry and quality improvement to dental core trainees.

The practice of dentistry contributes to 3% of the carbon footprint of the NHS. As awareness and concern about climate change increases, all dental care professionals must play their part in reducing the environmental impact of the care they provide. This paper aims to describe a novel method of teaching, both the theory and practical application of sustainable dentistry, by integrating sustainable quality improvement methods into the existing management and leadership requirements of dental core training.

Mastery Learning in Preclinical Endodontics Using Customized 3D-Printed Tooth Models for Deliberate Practice: An Application of Educational Design Research

IntroductionThis study, conducted within an educational design research (EDR) framework, assessed the use of customized 3D-printed tooth models at various difficulty levels to enhance mastery learning and deliberate practice in preclinical endodontic training. MethodsThe EDR was conducted in a preclinical endodontic training involving 42 third-year students. The study focused on developing and evaluating 3D-printed tooth models customized into 3 difficulty levels to facilitate mastery learning for the access opening procedure on upper anterior teeth. To promote deliberate practice, we ensured ample availability of these models. The evaluation combined quantitative analysis, using Friedman and Wilcoxon Signed-Rank tests to assess practice volume and performance, with qualitative feedback from interviews and focus groups, analyzed via content analysis. ResultsThere was a significant reduction in practice time across the different model levels, with students using an average of 1.5–1.8 models per level. No significant differences in performance scores were observed across levels and natural tooth (P = .333). Feedback highlighted the models' educational value in enhancing dental training, indicating their effectiveness in improving learning experiences and skill development in endodontic education. ConclusionsThe innovative design of a 3D-printed tooth model system, which features 3 levels of difficulty and was developed within an EDR framework, allowed for tailored learning progressions and ample practice opportunities. This significantly enhanced the endodontic training experience and skill development by providing varied and realistic challenges.