Removable Partial Denture Design Research Articles

Efficacy of a Virtual 3D Simulation-Based Digital Training Module for Building Dental Technology Students' Long-Term Competency in Removable Partial Denture Design: Prospective Cohort Study.

Removable partial denture (RPD) design is crucial to long-term success in dental treatment, but shortcomings in RPD design training and competency acquisition among dental students have persisted for decades. Digital production is increasing in prevalence in stomatology, and a digital RPD (D-RPD) module, under the framework of the certified Objective Manipulative Skill Examination of Dental Technicians (OMEDT) system reported in our previous work, may improve on existing RPD training models for students. We aimed to determine the efficacy of a virtual 3D simulation-based progressive digital training module for RPD design compared to traditional training. We developed a prospective cohort study including dental technology students at the Stomatology College of Chongqing Medical University. Cohort 1 received traditional RPD design training (7 wk). Cohort 2 received D-RPD module training based on text and 2D sketches (7 wk). Cohort 3 received D-RPD module pilot training based on text and 2D sketches (4 wk) and continued to receive training based on 3D virtual casts of real patients (3 wk). RPD design tests based on virtual casts were conducted at 1 month and 1 year after training. We collected RPD design scores and the time spent to perform each assessment. We collected the RPD design scores and the time spent to perform each assessment at 1 month and 1 year after training. The study recruited 109 students, including 58 (53.2%) female and 51 male (56.8%) students. Cohort 1 scored the lowest and cohort 3 scored the highest in both tests (cohorts 1-3 at 1 mo: mean score 65.8, SD 21.5; mean score 81.9, SD 6.88; and mean score 85.3, SD 8.55, respectively; P<.001; cohorts 1-3 at 1 y: mean score 60.3, SD 16.7; mean score 75.5, SD 3.90; and mean score 90.9, SD 4.3, respectively; P<.001). The difference between cohorts in the time spent was not statistically significant at 1 month (cohorts 1-3: mean 2407.8, SD 1370.3 s; mean 1835.0, SD 1329.2 s; and mean 1790.3, SD 1195.5 s, respectively; P=.06) but was statistically significant at 1 year (cohorts 1-3: mean 2049.16, SD 1099.0 s; mean 1857.33, SD 587.39 s; and mean 2524.3, SD 566.37 s, respectively; P<.001). Intracohort comparisons indicated that the differences in scores at 1 month and 1 year were not statistically significant for cohort 1 (95% CI -2.1 to 13.0; P=.16), while cohort 3 obtained significantly higher scores 1 year later (95% CI 2.5-8.7; P=.001), and cohort 2 obtained significantly lower scores 1 year later (95% CI -8.8 to -3.9; P<.001). Cohort 3 obtained the highest score at both time points with retention of competency at 1 year, indicating that progressive D-RPD training including virtual 3D simulation facilitated improved competency in RPD design. The adoption of D-RPD training may benefit learning outcomes.

Redesign of Removable Partial Denture to Address Gingival Recession

Tooth loss due to orofacial trauma could alter mastication, speech, and aesthetics of the patient which affect the patient's quality of life. After the acute phase of trauma has ended, further treatment is to restore the function and aesthetics by using protheses. Some treatment options are available, one of them is removable partial denture (RPD). Materials of RPD vary from cast metal, acrylic resin with metal clasp, and flexible thermoplastic resin. Cast metal and acrylic resin RPDs include a rest component to transfer the occlusal load toward the axis of abutment tooth, in order to provide support. Meanwhile, flexible partial denture has no rest components, which makes this prothesis lack of support. This condition may in turn affects the periodontal tissue. This article aims to restore the ideal design of RPD by using rest components to maintain periodontal health. A 23-year-old patient complains that her previous denture does not feel comfortable. She wore flexible removable denture for the past 5 years after she got an accident that makes her lost 3 of her teeth. From the objective examination, she lost 23, 24, and 25 teeth. Gingival recession was seen in tooth 26, bone resorption was seen in mesial tooth 26, negative palpation, inter occlusion was fine. The diagnosis of the patient is Edentulous Class III Kennedy. The treatment is redesigning the RPD into acrylic resin with clasp. The result is that this new prothesis functions well in patient. In conclusion, ideal design of RPD results more benefits for periodontal tissue.

Application of lecture-and-team-based learning in stomatology: in-class and online

BackgroundThis study aimed to evaluate stomatological students’ learning efficacy and their attitude towards Lecture-Team-Based Learning (LTBL) on topics regarding the design of removable partial dentures via in-class, online, and both in combination.MethodsStudents from seven distinct grades participated in the course in their fourth academic year (Years 2015, 2016, 2017, 2018, 2019, 2020, and 2021). Students of Years 2015–2019 attended in-class LTBL, students of Year 2020 attended online LTBL, and students of Year 2021 attended the combination mode. The scores of three examinations were compared, namely, individual readiness assessment test, team readiness assurance test, and individual application test. Visual Analog Scales (VAS) were used for students to self-assess their mastery of prosthodontics knowledge before and after the course. Anonymous questionnaires were delivered to evaluate their satisfaction with LTBL via a Likert scale.ResultsIn each academic year, the three exam scores were significantly improved as the course progressed and VAS-post scores were significantly higher than VAS-pre scores. The three examination and VAS scores of students in Year 2020 were significantly lower than those in Years 2019 and 2021. Students were highly satisfied with the LTBL course based on the three parameters of knowledge acquisition, teamwork, and classroom atmosphere.ConclusionStudents were highly satisfied with the LTBL course and their learning performance was improved as the course progressed both in-class and online. Online LTBL could be adopted when students have to study online, while in-class LTBL could perform better when combined with video records of an online LTBL course.

Impact of the Removable Partial Denture Components on the Prognosis of the Abutment Teeth: An Exploratory Clinical Study

Introduction Partial edentulism is considered one of the challenging topics in dentistry. The main objectives of the patient are to restore function and esthetics. However, the dentist’s main goals are preserving the remaining teeth supporting structures and restoring the patient’s quality of life. A Removable Partial Denture (RPD) design should be considered carefully for each case, as there are clinical and personal variables for each patient that will impact the prognosis of the denture. With the growing need for RPD, design principles require more research to improve the preservation of abutment teeth. This study aims to clinically evaluate the abutment teeth and supporting tissues before and after RPD placement and to correlate these clinical findings with the RPD components. Methods: Patients were recruited from the dental clinic at Schulich Dentistry, Western University in London, Ontario, Canada. Abutment teeth were evaluated for the following clinical parameters: Tooth Mobility (TM), caries, defective restorations, tooth fracture, Probing Depth (PD), Gingival Recession (GR), bleeding on probing (BOP) and Plaque Index (PI). These clinical measurements were collected at the time of RPD insertion and at least two years after. Clinical parameters were analyzed using Kruskal Wallis H, Mann-Whitney U and Chi-Squared tests. Results: 34 participants were recruited, and 40 cast metal RPDs were evaluated. The mean age of participants was 73.8 years, and the mean duration of denture use was 37.6 months. Most frameworks assessed were Kennedy Class III RPDs. Caries were significantly associated with rest type, wherein occlusal rests showed an increased incidence of caries compared to cingulum rests. The retentive clasp arm type was associated with a mean difference in PD, wherein cast circumferential and wrought wire clasp arms had deeper PD after RPD insertion than Infra gingival clasps (I-bars). Conclusion: The results of this study suggest clasp arms and occlusal rests influence dental disease. Larger samples and more clinical studies are needed to confirm the role of specific RPD components on the abutment teeth prognosis.

Efficacy of a Novel Computerized Aid in Designing Removable Partial Dentures.

The development of computerized aids for dental education offers potential benefits in teaching complex procedures, such as the design of removable partial dentures (RPDs). This study aimed to assess the efficacy of a novel computerized tool in enhancing the ability of both dental students and practicing dentists to design RPDs, as well as to evaluate its utility as an interactive educational instrument. A cohort comprising a total of 75 individuals (25 practicing dentists and 50 undergraduate dental students) was enlisted. Participants were introduced to an online interactive application tailored for the design of RPDs. They were tasked with resolving clinical scenarios that necessitated the formulation of an RPD. Throughout the exercise, users were provided with hints addressing errors made during the process, fostering self-directed learning for improved RPD design. Post-interaction, the perceptions of both dentists and students regarding the tool were gauged through a comprehensive questionnaire. The deployment of the online interactive application demonstrated significant promise in the effective design of RPDs, facilitated by self-directed learning. It also appeared to enhance the proficiency of practicing dentists in formulating partial dentures. The computerized aid evaluated in this study provided an effective platform for both dental education and practice. It not only supported self-directed learning in the design of RPDs but also improved the efficiency of professional dentists in their clinical design work.

Identifying barriers and strategies for achieving competency in removable prosthodontics in undergraduate dental students: a mixed-method study

BackgroundDeveloping competency in removable prosthodontics (RP) is challenging for undergraduate dental students because it involves threshold concepts and tacit knowledge. Understanding this process can enhance learning and professional development in RP. The objective of this study was to identify the barriers hindering knowledge (threshold concept) and skill (tacit knowledge) development, and to propose strategies for achieving RP competency.MethodsAdopting critical theory, quantitative and qualitative approaches were implemented. The participants were third- to sixth-year dental students and recent dental school graduates. An online questionnaire was used to investigate the knowledge and skills required for achieving RP competency and barriers to RP competency development. Four focus groups were conducted to gather in-depth information. The data was analyzed using descriptive statistics and thematic analysis.ResultsA total of 322 respondents completed the questionnaire (67% response rate), and 26 of them participated in focus group interviews. The four threshold concepts to achieve RP competency were the basic principles of RP, removable partial denture design, occlusion, and dental materials. The two main tacit knowledges were impression making and material handling skills. The curriculum should integrate strategies to assist dental students in overcoming intrinsic barriers such as self-experience, revision, and spatial-temporal relationship, along with extrinsic factors such as clinical correlations of content, discussions, and immediate feedback.ConclusionsThreshold concepts and tacit knowledge in RP for undergraduate dental students have been proposed The strategies to overcome barriers comprise intrinsic and extrinsic factors that include the adoption of experiential learning. This study suggests effective teaching methods and learning strategies to maximize student learning and RP competency development when designing the undergraduate RP curriculum in dental education.

The Effect of Clinical Examination and Kennedy Classification on the Design of Removable Partial Dentures

The success of RPDS* depends greatly on it's design, (which means acrylic, ch-co**, and fixed).But unfortunately many dentists delegate their responsibility of RPDS design to the dental technician for one reason or another, this study was done to confirm the effect of kennedy classification and clinical examination on the RPD design, and to identify the changes between design of group (A) dental technician and group (B) the dentists, and to be solved in future.The result show 36% of the cases were modified and changed according to the cases related variables this high and significant number of modification reinforces the position that RPD design should be decided and guided by the dentists. The study conducted the effects of kennedy classification and clinical examination on the RPD design by comparing between designs group of Dental technician without clinical examination and designs marked by the dentists after providing the clinical examination, the change of design was clearly proved that the clinical examination played a very important role in changi ng the RPD designs.

TranSDFNet: Transformer-Based Truncated Signed Distance Fields for the Shape Design of Removable Partial Denture Clasps.

The ever-growing aging population has led to an increasing need for removable partial dentures (RPDs) since they are typically the least expensive treatment options for partial edentulism. However, the digital design of RPDs remains challenging for dental technicians due to the variety of partially edentulous scenarios and complex combinations of denture components. To accelerate the design of RPDs, we propose a U-shape network incorporated with Transformer blocks to automatically generate RPD clasps, one of the most frequently used RPD components. Unlike existing dental restoration design algorithms, we introduce the voxel-based truncated signed distance field (TSDF) as an intermediate representation, which reduces the sensitivity of the network to resolution and contributes to more smooth reconstruction. Besides, a selective insertion scheme is proposed for solving the memory issue caused by Transformer blocks and enables the algorithm to work well in scenarios with insufficient data. We further design two weighted loss functions to filter out the noisy signals generated from the zero-gradient areas in TSDF. Ablation and comparison studies demonstrate that our algorithm outperforms state-of-the-art reconstruction methods by a large margin and can serve as an intelligent auxiliary in denture design.

Evaluation on a teaching software for removable partial denture framework design.

Removable partial dentures (RPDs) are widely used as a dental prosthesis and have a wide application scope. To explore the effect of using design software in the preclinical teaching of removable partial dentures (RPDs). Unreal Engine software was used to build the RPD framework design teaching and training software. All 131 undergraduate students majoring in stomatology in the class of 2018, Kunming Medical University, were randomly divided into three groups and received either traditional experiment teaching, flipped classroom teaching, or software teaching for RPD design. The application effect of the software in the preclinical teaching of RPD design was evaluated by analyzing the examination results and through the use of a questionnaire survey. The differences in the theoretical examination scores among the traditional teaching group, the flipped classroom group, and the software teaching group were not statistically significant (P> 0.05), while the average design scores of upper Kennedy Class I and lower Kennedy Class II subclass II in the software teaching group were significantly higher than those in the traditional teaching group (P< 0.05). Overall, 75% of the students in the software teaching group reported that this teaching method could improve their learning initiative, a higher percentage than in the traditional teaching group (55.8%, P< 0.05). Meanwhile, 90.9% of the students in the software teaching group reported that the software could make RPD-related theoretical knowledge more visual and intuitive, and 93.2% of these students felt it was helpful for understanding the RPD three-dimensional (3D) spatial structure. These percentages were higher than those in the traditional teaching and flipped classroom groups (P< 0.05). In the preclinical teaching of RPD design, software training helped the students better understand the 3D structure of RPDs and establish clear design ideas, and it may also be valuable for in-depth research and promotion purposes.

Applications, functions, and accuracy of artificial intelligence in restorative dentistry: A literature review.

The applications of artificial intelligence (AI) are increasing in restorative dentistry; however, the AI performance is unclear for dental professionals. The purpose of this narrative review was to evaluate the applications, functions, and accuracy of AI in diverse aspects of restorative dentistry including caries detection, tooth preparation margin detection, tooth restoration design, metal structure casting, dental restoration/implant detection, removable partial denture design, and tooth shade determination. An electronic search was performed on Medline/PubMed, Embase, Web of Science, Cochrane, Scopus, and Google Scholar databases. English-language articles, published from January 1, 2000, to March 1, 2022, relevant to the aforementioned aspects were selected using the key terms of artificial intelligence, machine learning, deep learning, artificial neural networks, convolutional neural networks, clustering, soft computing, automated planning, computational learning, computer vision, and automated reasoning as inclusion criteria. A manual search was also performed. Therefore, 157 articles were included, reviewed, and discussed. Based on the current literature, the AI models have shown promising performance in the mentioned aspects when being compared with traditional approaches in terms of accuracy; however, as these models are still in development, more studies are required to validate their accuracy and apply them to routine clinical practice. AI with its specific functions has shown successful applications with acceptable accuracy in diverse aspects of restorative dentistry. The understanding of these functions may lead to novel applications with optimal accuracy for AI in restorative dentistry.

The use of artificial intelligence and game-based learning in removable partial denture design: A comparative study.

The purpose of this study was to compare student performance in removable partial denture (RPD) design during a pre-clinical RPD course with and without using a recently developed computer software named AiDental. Additionally, student perceptions associated with the use of this software were assessed. The AiDental software consists of a learning environment containing an RPD design system that automatically designs RPDs based on the user's input. The software also contains an RPD game component that compares the user's RPD Design to an automatically generated RPD ideal design. The study was conducted in two phases. In phase one, pre-clinical second-year dental students who participated in the study were randomly divided into two groups: The AiDental group with AiDental software access (n=36), and the conventional group without software access (n=37). Both groups received conventional RPD instruction and practice, however, the AiDental group had additional access to the AiDental software. After 2 weeks, both groups took a mock practical test, which was collected and graded by the principal investigator (PI). The PI was blinded from group assignment and no identifying information was used in the mock practical. In phase two, all students were granted access to the AiDental software for the remainder of the pre-clinical course duration. At the conclusion of the course, all students were given a survey to evaluate their perceptions of the AiDental software. Descriptive statistics were calculated and analyzed. Variables related to perceptions of both the AiDental designer and game were assessed using Spearman's rank correlation test, the chi-square test, Fisher's exact test, and the non-parametric Wilcoxon rank-sum test as appropriate. In addition, a thematic analysis of the responses to the optional comments section was conducted using the Braun and Clarke method. Phase one results showed that subjects in the AiDental group were more likely than subjects in the conventional group to receive a final grade of A or B. Phase two results showed generally favorable student perceptions towards the software, and additionally, the results showed that age was significantly negatively correlated with ease of use of the software, improving decision-making, and critical thinking relative to RPD design choices. However, no correlation between age and using the software as a reference were noted. The use of AiDental's automated feedback and gamification techniques in RPD education had a positive effect on student grades and it was well-liked by students. Thus, the results suggest that AiDental has the potential to be a useful adjunct to pre-clinical teaching.

Effectiveness of a 3D simulation tool to teach the designing of metal removable partial dentures: A mixed-method study.

Acquiring insights into the framework design of metal-based removable partial dentures (mRPD) is a current challenge in dental education. The aim of the present study was to explore the effectiveness of a novel 3D simulation tool to teach designing mRPD by investigating the learning gain and the acceptance and motivation towards the tool of dental students. A 3D tool based on 74 clinical scenarios was developed for teaching the design of mRPD. Fifty-three third year dental students were randomly divided into two groups, with the experimental group (n = 26) having access to the tool during 1 week while the control group (n = 27) had no access. Quantitative analysis was based on a pre- and post-test in order to evaluate the learning gain, technology acceptance and motivation towards using the tool. Moreover, qualitative data was collected by means of an interview and focus group to get additional insights into the quantitative results. Although the results showed a higher learning gain for students in the experimental condition, the study did not find a significant difference between both conditions based on quantitative results. However, during the focus groups, all students of the experimental group revealed that the 3D tool improved their understanding of mRPD biomechanics. Moreover, survey results revealed that students positively evaluated the perceived usefulness and ease of use of the tool and indicated to have the intention to use the tool in the future. Suggestions were made for a redesign (e.g. creating scenarios themselves) and further implementation of the tool (e.g. analysing the scenarios in pairs or small groups). First results of the evaluation of the new 3D tool for teaching the design framework of mRPD are promising. Further research based on the design-based research methodology is needed to investigate the effects of the redesign on motivation and learning gain.

A Comparative Evaluation of Stress Distribution, Deformation and Retentive Force of Three Different Partial Denture Framework in Two Removable Partial Denture Designs: A Finite Element Analytical Study

A Comparative Evaluation of Stress Distribution, Deformation and Retentive Force of Three Different Partial Denture Framework in Two Removable Partial Denture Designs: A Finite Element Analytical Study

A digital workflow for complete arch rehabilitation with zirconia crowns on restored posterior teeth and a polyetheretherketone framework denture.

A clinical and laboratory workflow for the digital design and fabrication of zirconia crowns and polyetheretherketone removable partial dentures for complete arch rehabilitation is described. The definitive crowns and polyetheretherketone framework can be delivered simultaneously because of the digital design and milling fabrication with retentive areas, guide planes, and rest seats in high-translucency zirconia crowns. The workflow helps simplify clinical and laboratory procedures and reduces patient visits and chairside time.

Optimization Strategies for Removable Partial Denture Design: A Literature Review

Optimization Strategies for Removable Partial Denture Design: A Literature Review

Knowledge and Attitude Among Dentists Concerning Removable Partial Denture Design in Makkah, KSA

Knowledge and Attitude Among Dentists Concerning Removable Partial Denture Design in Makkah, KSA

The impact of an additional implant under the saddle of removable partial dentures in Kennedy Class II edentulism on oral health-related quality of life and oral function: a case series report

BackgroundImplant-supported removable partial dentures (ISRPDs) provide effective prosthodontic treatment for partially edentulous patients. ISRPDs offer greater patient satisfaction and better oral function compared with removable partial dentures (RPDs) by enhancing denture stability and support. However, few clinical studies have focused on RPD design in patients with mandibular Kennedy Class II edentulism. The aim of this case reports was to investigate the oral function, oral health-related quality of life, and satisfaction of four patients with unilateral distal-extension mandibular RPDs with the same design which were replaced with ISRPDs. In addition, we investigated how each patient’s evaluation varied with the change from RPD to ISRPD.Case presentationFour patients had unilateral distal-extension mandibular edentulism and were missing the first and second molars and the first and second premolars. They received one implant (4.0 mm in diameter, 8.0 mm in length; IAT EXA PLUS Bone level; Nippon Piston Ring Co. Ltd, Saitama, Japan) at the position equivalent to the first molar in the edentulous residual ridge perpendicular to the occlusal plane. Implant position was determined by surgical guide plate. RPDs were fabricated after the residual mucosal membrane had healed. The basic design of the RPD was as follows: a cobalt–chromium alloy cast metal framework denture with a lingual bar as the major connector, a double Akers clasp on the molars and an auxiliary retainer on the premolar as indirect retainers, and a wrought wire clasp and a cast cingulum rest (combination clasp) as direct retainers. Masticatory performance, occlusal force, oral health-related quality of life, and satisfaction were estimated at baseline, and at time points after insertion of the RPD and after insertion of the adapted ISRPD. Each evaluation item showed a tendency for improvement on insertion of the new RPD. Masticatory performance and satisfaction tended to be better after insertion of the ISRPD than after insertion of the RPD.ConclusionOur findings suggest that ISRPDs provided better patient satisfaction and masticatory performance than RPDs in patients with mandibular Kennedy Class II edentulism.Trial registration UMIN Clinical Trials Registry and Japan Registry of Clinical Trials, UMIN000025283 and jRCTs012180003. Registered 19 February 2016 and 17 December 2018, https://www.umin.ac.jp/ and https://jrct.niph.go.jp/

Conformity of removable partial denture designs from three laboratories to a set of design principles

Purpose. The purpose of this study was to assess and to compare the technical quality of removable partial dentures (RPDs) servicing both public and private sectors in relation to biomechanically acceptable principles. A convenience sample of work carried out in three commercial dental laboratories servicing both the private and government sectors was used to provide a descriptive study of the laboratory stage of fabrication of RPDs over a 3-month period. Prescription sheets, master casts and completed dentures of 114 cases were evaluated and procedural and design-related information data were captured for each case. The results were disappointing in that not one of the RPDs evaluated conformed to commonly accepted principles. Not one dentist prescribed the design of the denture. Only one cast was surveyed to determine the path of insertion and any undercuts for the placement of clasps, yet 119 clasps were placed. Although 81 rests were used (in only 25 of the dentures), only 11 of those rests were pre-prepared on the teeth. Only 8 of the 95 acrylic-based dentures had any rests, making the remainder entirely mucosa-borne and therefore potentially iatrogenic.The study suggests that principles of RPD design taught during undergraduate training are not being adequately practised in both private and public sectors; and if practised the RPDs are not designed, nor constructed to requirements guided by design principles. Further training of dental technicians and clinicians is clearly indicated, and consideration should be given to a system of clinical audit to identify and prevent the malpractice observed in this study. In addition, ethical and legal guidelines emphasising the roles of clinicians and technicians in the prescription and design of RPDs in South Africa should be developed; and the mandatory comprehensive completion of laboratory work authorisation forms by dental clinicians should be considered.

Upgrading removable denture design by using strategic implants: A case report

Inserting a dental implant in a strategic position under a removable partial denture (RPD) can upgrade the RPD design by changing a mainly tissue-supported RPD to an implant-tissue-supported RPD or an implant-tooth-tissue-supported RPD with better retention, support, and stability. Case presentationThe patient (female, 77-year-old) was unsatisfied with her maxillary and mandibular clasp-retained removable dentures (RDs). Medical, social, and systemic health evaluations revealed that the patient was healthy. Dental history, intraoral and extraoral examinations, functional screening, and esthetic analyses revealed that the patient had a reduced vertical dimension, resulting in pseudo-class III malocclusion and angular cheilitis. Strategic implants were used to improve the retention, support, and stability of the new RDs. The maxillary canine 23 (World Dental Federation notation) and maxillary premolar 24 were used to retain the maxillary conical crown attachments. Three strategic mini-implants were inserted in the positions of teeth 12, 13, and 14 to support and retain the maxillary RPD. Two locators above the standard implants (33 and 43) were used to support and retain the mandibular overdenture. An improvement in the oral health-related quality of life and patient satisfaction with respect to the maxillary and mandibular RDs was observed immediately after using the new RDs. This improvement did not diminish after a year. ConclusionHerein, using strategic implants to support the maxillary RPD and two standard implants under the mandibular overdenture improved the oral health-related quality of life and patient satisfaction with respect to the maxillary and mandibular prostheses in terms of the retention, stability, support, eating ability, speaking ability, appearance, and cleanability.

Current and future trends in the teaching of removable partial dentures in dental schools in Malaysia: A cross sectional study

AimsTo investigate, using a validated questionnaire, the teaching of removable partial dentures (RPDs) in dental schools of Malaysia. Materials and methodsA validated questionnaire to investigating trends in the teaching of RPDs in dental schools in Oceania was emailed (in English version form) to Heads of Restorative/Prosthodontics/course coordinators in the 13 dental schools in Malaysia. Follow-up reminders were sent and participants were given six weeks to complete and return the questionnaire. Data was entered into an Excel spreadsheet and results compiled and analyzed. ResultsCompleted questionnaires were received from 13 dental school – a 100% response rate. All schools (n = 13) provided a preclinical technical course in RPD design. In most schools (n = 9, 69.2%), course work was supervised by senior lecturers while rest of the institutions made use of associate professor/professors. There were significant differences (p<0.05) between dental schools in terms of the contact hours dedicated to preclinical teaching. Students received an average of 62 h of instruction. Didactic instruction was the primary focus with practical (78 h) and didactic teaching (32 h). All dental schools (n = 13) provided practical surveyor design teaching (8 h). The staff student ratio for formal lectures (1:61), tutorials (1:29) and lab demonstrations (1:12) were recorded. Majority of the schools (n = 11, 84.6%) employed paired teaching in clinical sessions. All schools (n = 13, 100%) emphasized on increased teaching of RPD design and prescription writing in future clinical RPD courses. ConclusionTeaching of RPDs in Malaysia may be considered sufficient and comparable to the teaching in other parts of the world. Clinical significanceWhilst the teaching of partial dentures at Dental Schools in Malaysia provides the core competencies involved in partial denture design and construction based on sound fundamental, scientific principles they should address the challenges of teaching partial dentures and other areas of dental education including improving working conditions for dental professionals.