Preclinical Education Research Articles

GAMBARAN PERFORMA DOKTER UMUM DAN DOKTER SPESIALIS SEBAGAI INSTRUKTUR SKILLS LAB DI FAKULTAS KEDOKTERAN UNIVERSITAS PATTIMURA

Introduction: Skills lab is a means for pre-clinical students to learn and practice clinical skills. In the learning process, an instructor is needed who is responsible for facilitating the mentoring process. Those who act as skills lab instructors at the Faculty of Medicine, University of Pattimura are general practitioners and specialist doctors. To support their role, an instructor needs basic knowledge and skills in providing clinical skills training. This research was conducted to describe the performance of skills lab instructors at the Faculty of Medicine, Pattimura University.
 Method: This research is a quantitative descriptive study using a questionnaire that has been adopted from the "Instrument for Evaluating Clinical Skills lab Teacher's Dictactil Performance" questionnaire, which has been tested for validity and reliability. This questionnaire consists of 26 indicators covering three aspects, namely teaching skills, interpersonal skills and communication skills, as well as skills training conditions/strategies. Respondents as many as 140 students were selected purposively, namely students in class III and IV because they had passed most of the stages of preclinical education and training in almost all Skills lab modules. The data is then analyzed descriptively.
 Results: Almost all indicators on the three aspects of Skills lab instructor performance, get an accumulated good and very good rating of more than 70% of students. The aspect of teaching skills had the highest accumulation on the 8th indicator, namely 97.1% (136 students) for general practitioners and 97.9% for specialist doctors. The 3rd indicator on interpersonal and communication aspects, got the highest accumulation of 92.9% (130 students) for general practitioners and 91.4% (128 students for specialist doctors. Finally, the 4th indicator on the condition/training strategy aspect skills got the highest accumulation of 93.6% (131 students) for general practitioners and 99.3% (139 students) for specialist doctors.
 Conclusion: In general, the performance of general practitioners and specialists as Skills lab instructors at the Faculty of Medicine, University of Pattimura was described as good by students, with several indicators that were still considered lacking and required further evaluation.

STUDY OF 3D PRINTING MODEL IN DENTAL HEALTH EDUCATION PRECLINIC PRACTICES: NARRATIVE REVIEW

Preclinical learning is a basic exercise to develop skills, based on real cases in the laboratory before taking direct action on patients. However, many students feel stressed, lack confidence, and are not ready to perform dental treatment for patients for the first time. It is necessary to study learning media that are more realistic, and innovative by utilizing technology to bring closer to the real situation of dental treatment patients for students in preclinical. The purpose of this study was to identify the scope of use and benefits of 3D printing in preclinical learning in dental health education or dentistry. The research method is a narrative review using the keywords 3D printing, AND preclinical dental education on Google Scholar, ScienceDirect, and Pubmed search engines. The results of the study found 14 articles that met the criteria. 3D printing models have been used for endodontic preclinical practice, oral surgery, cavity preparation, management of dental trauma, tooth morphology, assessment of developmental instruments, and combined use with Virtual Reality. The benefits of 3D printing are that it can improve practical learning outcomes, the media is more realistic, and relevant for practice, increases self-confidence, reduces stress and students feel better prepared to care for patients. In conclusion, the use of 3D printing in preclinical practice includes complex dental practice simulations and the development of preclinical practice evaluation instruments that have been combined with other technologies. 3D printing is useful for improving practical learning outcomes, more realistic and relevant as a practicing medium, increasing self-confidence, reducing stress, and increasing students' readiness to perform dental treatment on patients.

Contextual, Radiological Anatomy (RA) Learning needs Evaluation for Curricular Improvement

INTRODUCTION: As a part of the MBBS curriculum review exercise, University of Cyberjaya (UoC), Malaysia had come up with a study to investigate the feedback and learning needs pertaining to radiological anatomy (RA) in pre-clinical teaching. MATERIALS AND METHODS: A single-institutional survey of all five-year medical students was done using an adapted instrument which had both open and close-ended questions on the radiological anatomy teaching received so far and the perception on the teaching methods and content. 405 respondents out of 503 (80%) (year 1=115, year 2= 78, year 3=79, year 4=78, year 5=55) replied. There were totally 136 male and 269 female respondents. RESULTS: Though the overall student learning time (SLT) was adequate, year 3 students (62%) reported inadequate radiological anatomy SLT. Pre[1]clinical students (57.5%) reported more of formal radiological anatomy teaching while clinical students indicated informal teaching (Informal: 15.1 %, Even mix of formal and informal: 56.6 %). Female students reported higher response of adequate SLT (69.1%) and formal teaching (46.9%) compared to males. Small group learning such as gross anatomy practical sessions, problem-based learning, clinical skills teaching, and clinical correlates sessions were recommended. Abdomen and thorax were the most preferred regions where radiological anatomy could be explored further. X-ray followed by CT and MRI were the most favoured radiological modalities to learn topographical anatomy. CONCLUSION: The study provided sound feedback on the existing radiological anatomy teaching practices. Data shows stark contrast between the needs of the students and the current practices indicating that it is quite substantial for curriculum review.

Evaluation of the Application of Undergraduate Pre-Clinical Removable Prosthodontic Laboratory Teaching in General Dental Practice

Background: Pre-clinical removable prosthodontic training is an integral part of undergraduate curriculum. The objectives of the study were to evaluate the application of pre-clinical removable prosthodontic laboratory training in general dental practice and relevance of its teaching in undergraduate curriculum. Methods: A descriptive questionnaire was developed to assess the extent of practice of pre-clinical removable prosthodontic lab skills in their dental practice. The responses were evaluated and statistically analyzed with a significance value of p<0.05. Three hundred-fifty-seven general dental practitioners participated in the study. Results: 91% with 20 years of dental practice responded positively on the application of prosthodontic training in their practice. 55.7% with two years of training agreed to dedicate more time to clinical prosthodontics training. Conclusions: 52.9% of the respondents agreed that it would be better to dedicate more time on clinical prosthodontics training rather than pre-clinical removable prosthodontics lab training as a part of the undergraduate prosthodontic curriculum, among which more than 60% of the study participants had two or more years of removable prosthodontics pre-clinical training during dental school. Practical implications: Clinical expertise of dental graduate is an essential component in the general dental practice. Hence, there is a need to revisit removable prosthodontic curriculum content and time distribution in undergraduate dental program.

Sexual and reproductive health teaching in undergraduate medical education: A narrative review.

Contraception use, undesired pregnancy, and abortion care are common medical experiences that most physicians will encounter for their patients. Future physicians should therefore have some formal education on these topics. In this narrative review, we focused on how medical education approaches these sometimes polarizing yet fundamental topics. We assessed the published literature on sexual and reproductive health education in undergraduate medical education from 2000 to 2021, screening 868 articles and including 52 articles. We included articles that discussed contraception, emergency contraception, pregnancy options counseling, abortion, and ethics related to sexual and reproductive health. Included studies came from 14 countries and described both preclinical and clinical education. Studies assessed medical student knowledge, the effectiveness of educational interventions and medical school faculty perspectives on sexual and reproductive health curricula. Medical educators have employed a variety of approaches to teach sexual and reproductive health including simulation, objective structured clinical examinations, team-based learning, narrative medicine, online modules, and flipped classrooms. Students generally received sexual and reproductive health education favorably, demonstrating increased knowledge and comfort with these topics after an education session. Studies also identified curricular gaps and deficiencies in student knowledge, which may indicate a need for improved and consistent medical school education on contraception and abortion.

Effectiveness of distance learning for preclinical periodontal education.

This study aimed to investigate the effectiveness of distance learning (DL) for the second-year periodontics course compared to classroom learning (CL). MATERIALSANDMETHODS: DL for Class A (n1=126) and CL for Class B (n2=133) were implemented. The same instructors recorded or delivered the same lectures in the two learning modules during the second-year periodontics course. Classes A and B took the same final examinations (a total % score of 200). General linear model (GLM) and ordinal logistic regression (OLR) analyses were conducted after considering individual first-year final % scores as a covariate to test if the second-year final % scores and the distributions of letter grades were significantly different between Class A andB. The mean second-year final % score of the DL group (166.4) was significantly higher than that of the CL group (160.8) (independent t-test, p=.019). However, in GLM, the first-year final % scores significantly affected the second-year scores (p=.016); the second-year final % scores between the two groups were not significantly different (p=.268) after considering the individual first-year scores. In OLR, there was no difference in the likelihood of getting lower grades in the second-year course between the two groups (odds ratio=1.6; 95% confidence interval=[0.95, 2.72], p=.078) after considering the first-year final % scores. Within the limitations of the study, the DL for preclinical periodontics resulted in comparable student learning outcomes when compared to the traditional CL.

Curriculum Innovations: Enhancing Medical Student Neuroscience Training With a Team-Based Learning Curriculum

Background and Problem Statement Neurophobia, the fear of, discomfort with, and dislike of clinical neurology, is frequently due to poor experiences in preclinical neuroscience education among medical providers. We developed, implemented, and assessed a curricular innovation using clinician-educators and team-based learning (TBL) with the goals to demonstrate clinical relevance in neuropathology, enhance student engagement in neuropathology education, and promote direct application of knowledge. Methods and Curriculum Description We identified an underperforming neuropathology curriculum within the second-year medical student neuroscience course at the University of Rochester School of Medicine and Dentistry and implemented a traditional TBL curriculum to deliver this content. In addition, we transitioned to primarily clinician-led lectures in the neuropathology curriculum. We assessed student opinions of the curricular changes though end-of-course feedback, the implementation of a novel survey, and semistructured interviews with students. We assessed outcomes on the course final examination and overall course performance, comparing student performance in the preimplementation phase (year 2020–2021) with that in the postimplementation phase (year 2021–2022) using a 2-sample t test. Results and Assessment Student opinions of the curricular changes were positive on the end-of-course evaluation (79.4% rated TBL as good or excellent) and novel survey (89%–96% of students rated the portions of the curriculum positively). Themes identified in free text responses and through qualitative interviews included an appreciation of the streamlined course content and a sense that the various sessions within the neuropathology curriculum effectively reinforced learning. Student performance on the final examination was similar in the preimplementation vs postimplementation phases (81.2% correct vs 80.3% correct; p = 0.37). Performance on the neuropathology subsection of the final examination was also similar among the 2 cohorts (82.6% correct vs 83.9% correct; p = 0.36). Discussion and Lessons Learned We demonstrate the feasibility and utility of a transition to primarily neurologist and neurosurgeon-led lectures and the implementation of a TBL curriculum within a neuroscience course. While we report data from implementation at a single center, these results have potential relevance to other courses, given our demonstration that TBL is a useful method to deliver neuroscience learning, nonpathologist lecturers can effectively provide neuropathology education, and a small number of educational faculty can be engaged to deliver this material.

The Need for Improved End-of-Life Care Medical Education: Causes, Consequences, and Strategies for Enhancement and Integration.

End-of-life (EOL) care is a unique area of medicine that emphasizes holistic patient-centered care. It requires clinicians to consider a patients' mental, emotional, spiritual, social and physical comforts and engage patients and their families in complex discussions and decisions. It is an area of medicine that requires sensitivity in communication in order to respond to a wide range of emotions from patients and their families. Given these intricacies, it is essential that healthcare professional trainees are exposed early in their careers so they can be better equipped to address EOL situations effectively. While many medical schools have integrated this important element in pre-clinical education, a formalized and standardized curriculum could allow for students to better engage in EOLcare scenarios that they will face as future physicians. In this editorial, we discuss potential strategies to incorporate EOL care didactics and experiential learning earlier in medical education as well as the consequences of inadequate EOL care education, particularly in medical schools, in its current state.

Cord Placement Model: An Instructional Guide for Preclinical Dental Students to Practice the Skill of Retraction Cord Placement.

Gingival displacement is essential for ideal margin exposure and improved direct or indirect restorative outcome. Recent literature found many dentists prefer using retraction cord. Some contraindications of other displacement methods make retraction cord displacement preferred. It is necessary to teach dental students appropriate cord placement while minimizing gingival trauma. We developed a stone model using prepared typodont teeth and simulated gingiva that was made of polyvinylsiloxane material. Twenty-three faculty and 143 D2 students were briefed on the instructional guide. After faculty demonstration, D2 students practiced for 10-15 minutes under observation. The following year, former D2 (now D3) and D4 students were asked for feedback on the instructional experience. Fifty-six percent of faculty rated the model and instructional guide good to excellent, and 65% rated the student experience as good to excellent, with only one participant rating it poor. Seventy-eight percent of D3 students strongly agreed or agreed the exercise increased their understanding of the technique in placing cord on a patient. Furthermore, 94% of D4 students strongly agreed or agreed having this exercise in preclinical D2 year would have been helpful. Use of retraction cord to deflect gingiva is still preferred by most dentists. Completing the cord placement exercise on a model helps prepare students to perform the procedure on a patient before arriving at the clinic. Survey comments such as "useful exercise" support use of this instructional model. Overall, faculty and D3 and D4 students felt the exercise was beneficial to use in preclinical education.

Impact of a modified preclinical teaching methodology in intraoral radiographic technique to reduce radiographic technique errors in a dental school amidst COVID-19

Impact of a modified preclinical teaching methodology in intraoral radiographic technique to reduce radiographic technique errors in a dental school amidst COVID-19

Evaluating a Constructivist Model for Learning Clinical Skills in Pre-Clinical Years of a Dental Curriculum

Objective: The purpose of this study was to investigate whether or not using a constructivist model for teaching clinical skills had an impact on students' performance in a pre-clinical operative dentistry course. Study Design: Randomized Control Trial Place and Duration: College of Dentistry, Jouf University, Saudi Arabia, two months (March and April 2022). Methods: A total of 50 second year BDS students participated in this trial. The students were divided randomly into two groups. Group I received traditional method and group II received constructivist method. The students' capability of performing rubber dam application skill on the typodont tooth was evaluated through the use of laboratory activities. After the conclusion of the research, the participants were given a questionnaire to complete out and provide feedback on. Examinations that were objective and systematic were performed on both groups clinically (OSCEs). Results: There was a statistically significant difference in learning modes (p 0.001). The students learning method has nothing to do with their age or gender. Group II (constructivist) demonstrated considerably higher development in scores across lab tasks (p<0.05). While students of all backgrounds valued supplemental learning resources, those who got aligned materials reported feeling more grateful for them. Conclusion: The constructivist approach can be used as a complementary teaching strategy in pre-clinical operative dentistry courses to improve students' learning outcomes and prepare them for success in the dental profession. Keywords: preclinical education, predoctoral education, learning styles, operative dentistry, and education.

The landscape of endodontic education research area: A bibliometric analysis.

Educational research is essential for rationalizing curriculum design, improving evaluation systems, and updating teaching content. This bibliometric study aimed at analyzing the characteristics of publications relevant to endodontic education, thus forming a comprehensive scope of this research area. The search was conducted in the Web of Science Core Collection database in May 2022. Knowledge units of the included publications, such as year of publication, journal, country/institution/author, keywords, and highly cited articles/references, were analyzed. The United States ranked first in the number of articles with a total of 17 articles. The majority of included articles were published in Journal of Dental Education (n=25), International Endodontic Journal (n=21), and European Journal of Dental Education (n=14). The top 3 most frequent keywords were Endodontics, Education, and Root canal treatment. The main topic in endodontic education were curriculum, preclinical education, educational technology, and continuing education. Forming a full scope of the endodontic research area, this bibliomertic analysis can help mine the hot topic, predict the frontiers in the field and provide the data necessary to determine the direction of research, rationalize resource allocation, and formulate policy.

Technology-Enhanced Preclinical Medical Education (Anatomy, Histology and Occasionally, Biochemistry): A Practical Guide.

The recent explosion of technological innovations in mobile technology, virtual reality (VR), digital dissection, online learning platform, 3D printing, and augmented reality (AR) has provided new avenues for improving preclinical education, particularly in anatomy and histology education. Anatomy and histology are fundamental components of medical education that teach students the essential knowledge of human body structure and organization. However, these subjects are widely considered to be some of the most difficult disciplines for healthcare students. Students often face challenges in areas such as the complexity and overwhelming volume of knowledge, difficulties in visualizing body structures, navigating and identifying tissue specimens, limited exposure to learning materials, and lack of clinical relevance. The COVID-19 pandemic has further exacerbated the situation by reducing face-to-face teaching opportunities and affecting the availability of body donations for medical education.To overcome these challenges, educators have integrated various educational technologies, such as virtual reality, digital 3D anatomy apps, 3D printing, and AI chatbots, into preclinical education. These technologies have effectively improved students' learning experiences and knowledge retention. However, the integration of technologies into preclinical education requires appropriate pedagogical approaches and logistics to align with educational theories and achieve the intended learning outcomes.The chapter provides practical guidance and examples for integrating technologies into anatomy, histology, and biochemistry preclinical education. The author emphasizes that every technology has its own benefits and limitations and is best suited to specific learning scenarios. Therefore, it is recommended that educators and students should utilize multiple modalities for teaching and learning to achieve the best outcomes. The chapter also acknowledges that cadaver-based anatomy education is essential and proposes that educational technologies can serve as a crucial complement for promoting active learning, problem solving, knowledge application, and enhancing conventional cadaver-based education.

Digital Technologies Easing the Learning Curve in the Transition to Practicum

Aim/Purpose: This study aims to explore the value of utilizing non-immersive virtual reality (VR) to create virtual learning environments (VLEs) to support and prepare optometry students in their transition into preclinical and clinical teaching spaces. Background: Digital education is widely integrated into university curricula with the use of online simulators, immersive VR, and other digital technologies to support student learning. This study focuses on non-immersive VR as an accessible and low-friction means of accessing VLEs to reduce students’ learning burden. Methodology: Current optometry students were invited to explore 360° 3D panoramic virtual learning environments of preclinical and clinical teaching spaces. Students were recruited to participate in an online Qualtrics survey and individual semi-structured interviews. Quantitative data was analyzed, and thematic analysis was conducted on qualitative data from students’ responses to identify key takeaways on the accessibility and impact of VLEs on students’ learning. Contribution: Non-immersive VR has utility in alleviating student stress and helping transition students into practicum. The VLEs have the means to supplement the curriculum to provide support to students entering the preclinical and clinical teaching spaces. Findings: Students engaged voluntarily with the novel VLEs and utilized the resources to help familiarize themselves with the preclinical and clinical teaching spaces. The open-access resource supported students in their preparation for practical learning and helped to reduce self-reported stress and build confidence prior to entering practical classes. Many of the students enjoyed the experience of navigating through the spaces, which helped to appease their curiosity and reduce the learning curve associated with entering new spaces. The VLEs did not replace attending practical spaces but rather were supportive learning resources that aided students due to limited face-to-face contact hours. For students with existing familiarity with the spaces, through their in-person attendance in pre-clinical and clinical teaching sessions prior to accessing the VLEs, the digital resources were not as beneficial compared to students who were still transitioning into practicum. Recommendations for Practitioners: Introductory digital resources like non-immersive VR are accessible platforms that help to orient and familiarize students with new environments. VLEs can potentially help to relieve student stress and reduce the learning load associated with entering practicum or new learning spaces. Recommendation for Researchers: More work needs to be done on how student preparation can translate to feeling less stressed and more confident in relation to transitioning from traditional learning environments to practical learning spaces. Impact on Society: A broader application of non-immersive VR can be implemented as an introductory learning preparation tool across different disciplines to alleviate student stress and maximize the limited time in practicum to allow focus on learning outcomes and practical skills. Future Research: Future studies should consider different cohorts to study, with a focus on objective measures of engagement with VLEs. The effect of VLEs on students’ cognitive load should be assessed and assessment of self-perceived stress can be evaluated with instruments such as Cohen’s Perceived Stress Scale.

Student evaluation of pre-clinical teaching on a dental simulator

Student evaluation of pre-clinical teaching on a dental simulator

Enriching Pre-Clinical Education with Near-Peer Learning Experiences

The purpose of this mixed methods study was to examine the outcomes of two instructional methodologies (traditional and peer-assisted learning; PAL) used in a clinical methods course for undergraduate speech-language pathology (SLP) students. The sample included 53 undergraduate SLP students (near-peer learners) as well as 27 graduate SLP students and 7 clinical fellows (near-peer tutors). Traditional instruction was used during the first half of the course and PAL was added during the second half. The undergraduate SLP students’ weekly written reflections and grades (mid-term and final) were collected for analysis. Students demonstrated a preference for peer- and near-peer learning experiences and commented positively on learning via stories throughout the course. They exhibited more positive attitudes during PAL instruction. Further, students reported less clinical confidence and more confusion as the course progressed and they learned more about the demands and expectations for clinical practice. Implications and recommendations for SLP students’ clinical training are discussed.

Perceptions of Dental Students t ceptions of Dental Students toward Dentistr d Dentistry and Difficulties y and Difficulties They Face during Pr ace during Preclinical Oper eclinical Operative Dentistr e Dentistry Education ducation

Objective: The aim of this study is to assess the attitudes of dental students toward dentistry and the difficulties they face during their preclinical operative dentistry education, especially its practical aspect. Methods: About 100 third-year dental students answered a paper-based survey questionnaire (response rate = 90.90%), which was prepared and distributed in April 2019. The data were analyzed using SPSS version 22 (IBM SPSS, Turkey), and a one-way ANOVA test was used to determine the students’ competence for patient treatment based on their difficulty scores. Results: No statistically significant relationship was identified between the participants’ difficulty scores and grade point averages (p > 0.05). The students who felt ready for their clinical dental education phase—due the following year—had statistically significant lower difficulty scores than those who felt incompetent and uncertain (p: 0.005; p < 0.05). Notably, there was no statistically significant difference in the difficulty scores (p > 0.05) between the participants who felt incompetent and uncertain. Conclusion: Dental practice plays an important role in preclinical operative dentistry education. Therefore, dental students should be adequately prepared for operative preclinical practice, which can be achieved by offering more preclinical practice through collaboration with educators.

The multi-factor analysis of computer-based test scores in objective structured clinical examination of clerkship in school of dentistry, National Taiwan University

Background/purposeThe objective structured clinical examination (OSCE) is a test designed to test technical, clinical, and practical competency in medicine teaching. This study tried to evaluate the influencing factors of the computer-based tests (CBT) results for dental students. Materials and methodsThe 32 5th-year dental students of the dental school of National Taiwan University (NTU) joined preclinical CBT. The contents of CBT included clinical knowledge and practical skills of nine dental specialties. Twenty single-choice questions were played with the PowerPoint 2016 on a desktop, and the playing time for each question was 30 s. Several factors including the gender, age, and dental student admission ways (with or without the skill tests) were evaluated. Also, the comparison between the clerk's grade and CBT scores of nine dental specialties was performed. The students also filled the feedback questionnaire about the examination questions and suggestions for the CBT. ResultsThere were no significant differences in the mean CBT scores between male and female dental students, between two groups of dental students with or without the skill tests in the admission process, and among three different age groups of dental students. The clerk's scores were not directly related to the CBT scores. ConclusionThe CBT has been well-intentioned in dental education since 2022 in Taiwan. The CBT results revealed that the conjunction of knowledge from the textbook and clinical observation should be enhanced. The guideline should be established to integrate CBT into preclinical education and promote the performance of clinical work of dental students.

Clinical students’ reflections on the preclinical anatomy learning experience

ObjectivesAnatomy is a fundamental pillar of medical knowledge that bridges basic medical science knowledge and clinical practice. However, integrated modern medical curricula have reduced the anatomy teaching content, and cadaveric dissection is no longer conducted. Medical graduates who lack anatomy knowledge are anticipated to be inadequately equipped for safe clinical practice. This study was aimed at exploring clinical year students' experiences regarding their anatomy learning during the preclinical phase in Malaysian medical schools. The findings reflect how the students’ preclinical anatomy training prepared them for their clinical years of study. MethodsA qualitative phenomenology study using the focus group discussion method was conducted on 30 final-year students from four public universities. Four focus group discussion sessions were conducted, and students’ responses were transcribed and converted to electronic formats. The transcripts were analyzed thematically with ATLAS.ti software. ResultsThe first-cycle coding of the text analysis generated 157 open codes based on the phrases used by the participants. The subsequent coding cycle produced 16 axial codes—groups of open codes with similar features. During the final coding cycle, the content and interrelations between the axial codes were categorized into six codes: (1) preclinical anatomy learning experience, (2) anatomy content and teaching, (3) anatomy-related competency, (4) the importance of anatomy knowledge in clinical practice, (5) the importance of early exposure to applied clinical anatomy, and (6) suggestions for future anatomy education. ConclusionsThe six identified themes reflected students’ perceptions of their anatomy learning experience, the challenges that they faced during their preclinical years, and their opinions regarding the anatomy knowledge and skills that are functionally relevant during the clinical years. Their responses also echoed the need to improve anatomy teaching and learning, thereby emphasizing the importance of early clinical integration and application.

Assessment of 3D-Printed Tooth Containing Simulated Deep Caries Lesions for Practicing Selective Caries Removal: A Pilot Study.

A standard model for practicing caries removal skills is needed to support learners in managing deep carious lesions. The aim of the current study was to prepare 3D-printed teeth with added simulated carious layers and a pulpal structure. A first permanent mandibular containing occlusal (Class I) or proximal (Class II) cavities was printed. The teeth were then filled with wax and resin-modified glass ionomer cements mixed with a color modifier to simulate pulp and deep caries, respectively. Undergraduate dental students (n = 61) were asked to remove the caries using the selective caries removal (SCR) technique on the teeth. The students then completed a self-administered questionnaire to rate their caries removal experiences. One instructor then assessed the prepared teeth. Overall, the students provided positive feedback on the use of 3D-printed teeth; 72.1% agreed that the printed teeth provided a realistic model for practicing the SCR technique, 75.4% indicated that the new teeth were the appropriate choice for practicing the SCR technique, and 86.9% agreed that 3D-printed teeth should be used before treating real patients. More than half of the students had satisfactory outcomes in terms of the depth and caries removal aspects of the cavity preparation. These findings suggest that the developed 3D-printed teeth can potentially be adopted to practice caries removals in preclinical dental education.