An assessment of preclinical removable prosthodontics based on multiple-choice questions: Stakeholders' perceptions.

PURPOSE: Item analysis of multiple-choice questions (MCQs) is an essential tool for identifying items that can be stored, revised, or discarded to build a quality MCQ bank. This study analyzed MCQs based on item analysis to develop a pool of valid and reliable items and investigate stakeholders' perceptions regarding MCQs in a written summative assessment (WSA) based on this item analysis. METHODS: In this descriptive study, 55 questions each from 2016 to 2019 of WSA in preclinical removable prosthodontics for fourth-year undergraduate dentistry students were analyzed for item analysis. Items were categorized according to their difficulty index (DIF I) and discrimination index (DI). Students (2021-2022) were assessed using this question bank. Students' perceptions of and feedback from faculty members concerning this assessment were collected using a questionnaire with a five-point Likert scale. RESULTS: Of 220 items when both indices (DIF I and DI) were combined, 144 (65.5%) were retained in the question bank, 66 (30%) required revision before incorporation into the question bank, and only 10 (4.5%) were discarded. The mean DIF I and DI values were 69% (standard deviation [Std.Dev] = 19) and 0.22 (Std.Dev = 0.16), respectively, for 220 MCQs. The mean scores from the questionnaire for students and feedback from faculty members ranged from 3.50 to 4.04 and from 4 to 5, respectively, indicating that stakeholders tended to agree and strongly agree, respectively, with the proposed statements. CONCLUSION: This study assisted the prosthodontics department in creating a set of prevalidated questions with known difficulty and discrimination capacity.

Exam evaluation in prosthodontics across preclinical and clinical years from students' perspective: A cross-sectional study.

INTRODUCTION: The purpose of this study was to explore the students' perceptions and performance in prosthodontics theory exam. METHODS: A cross-sectional descriptive study was conducted on 560 (80.82%) students of different levels (third, fourth and fifth years) to explore their opinions and performance with regard to a number of issues on a prosthodontics theory exam (exam evaluation, exam preparation, exam material, exam timing). Demographic data were also collected. Descriptive statistics were generated and Chi-square test, independent sample t-test, ANOVA test and Pearson's correlation coefficient were used to examine the associations between different variables. The significance level was set at p < .05. RESULTS: Students' responses regarding exam evaluation was influenced by their gender, study level, high-school Grade Point Average (GPA) and undergraduate cumulative GPA. Perceived exam difficulty was significantly affected by gender (p = .03) and study level (p < .001), and negatively correlated to both high-school GPA (p < .001) and university GPA (p = .03). The vast majority (88.2%) depended on lecture hand-outs and lecture notes for study. Exam material and preparation were not significantly affected by any of the demographic variables with most respondents (76.8%) thinking that the lectures blended with prosthodontics laboratories/clinics would improve their understanding of the exam material. The suggested best time to conduct the exam was early afternoon (31.6%). Student performance was significantly affected by the study level (p < .001) and cumulative GPA (p < .001) with significant positive correlation between the high-school GPA and the mark in the exam (r = .29, p < .001) and by the amount of time students spent for exam preparation (p < .001). Those students who reported using textbooks to prepare for the exam got significantly higher marks (66.1 ± 8.7) compared to the students who did not (62.8 ± 9.7) (p = .03). CONCLUSIONS: Course level, GPA and gender were identified as the most influential factors in different aspects of exam evaluation and students' performance. Regular study and use of textbooks were demonstrated to improve academic performance. Additional orientation and guidance relating to the exam (especially for third year students) would be welcomed, as would alternate teaching methods such as small group discussions or study groups.

Setting the boundaries and scope of practice for the two sister specialities of dentistry: Operative dentistry-endodontics and prosthodontics.

Dental academia in Pakistan has recently achieved an important milestone. The name of Operative Dentistry speciality has been changed to Operative Dentistry & Endodontics (ODE). It was a much-needed change that was first felt about two decades ago. However, with the correction of name, there are certain challenges that this speciality has to manage now. These include improving the curriculum, setting up standards, and lastly, setting up its boundaries and scope of practice as some of its scope overlaps with a sister speciality called Prosthodontics. This overlapping of the boundaries of dental disciplines is a problem that is unique to Pakistan, India, and some East Asian countries where Operative Dentistry or Conservative Dentistry is combined with Endodontics. This paper aims to discuss the objective delineation of dental procedures and suggest a model of peaceful co-existence of sister dental specialities.

Self-assessment skills of undergraduate dental students in the preclinical course of complete removable prosthodontics at Tehran University of Medical Sciences.

INTRODUCTION: This study evaluated the self-assessment skills of third-year dental students regarding their performance in complete removable prosthodontics (CRP) preclinical course. METHODS AND MATERIALS: This cross-sectional study was conducted on all third-year dental students attending the International Dental College of Tehran University of Medical Sciences. The students were requested to self-assess their performance in primary impression making, custom tray fabrication, border moulding, final impression making, master cast fabrication, record-base fabrication and tooth arrangement in CRP preclinical course. The performance of dental students in each step was scored by themselves and their mentors. Data were analysed by the Mann-Whitney U, Pearson's correlation and t-tests (α = 0.05). RESULTS: Totally 25 male (55.6%) and 20 female (44.4%) dental students were evaluated. Significant differences were noted between male and female dental students in self-assessment scores regarding adequate extension of the custom tray (p = .027), the correct position of tray handle (p = .020), visibility of vestibular width and depth on the cast (p = .011), the coincidence of upper and lower midlines (p = .005) and correct orientation of maxillary and mandibular planes in the articulator (p = .036). The mean self-assessment score of female students was significantly higher than that of male students (p = .01). The scores given by the mentors were not significantly different for male and female students (p = .975). The difference between the self-assessment score of students and the mentor score was not significant (p = .067) either in males or in females (p > .05). CONCLUSION: Undergraduate dental students favourably self-assessed their performance in all steps of the preclinical course of CRP, comparable with their mentor assessment.

Modular training model for education of students in restorative and prosthodontic dentistry.

INTRODUCTION: At the moment, no commercial model solution is available for the individualisation of the dentition depending on the clinical case scenario. Furthermore, the realistic training of most restorative and prosthodontic procedures on a single dental study model is not possible. The aim of this study was the creation of a new training model to fill this gap. MATERIALS AND METHODS: Complete upper and lower jaw models were created based on existing scans and radiological data from a patient. All components for 100 complete models and 1128 teeth for the training were produced with a SLA-printer. Overall, 94 voluntary students attending the first and second preclinical course in prosthodontics tested the functionality of the model with three different tooth types against a standard dental study model and real teeth. After the training, the model was rated in a questionnaire. RESULTS: The production of the models and teeth was feasible. The overall rating of the different teeth was worse for type I (Ø 3.6 ± 1.1), significantly better for type II (Ø 2.5 ± 1.0) and type III (Ø 2.4 ± 1.0) than a standard typodont tooth (Ø 2.7 ± 1.1). The new model was rated significantly better overall (Ø 2.6 ± 1.0) than the standard training model (Ø 3.0 ± 1.1). CONCLUSIONS: The aim of this study was fulfilled. A superior training model was created with equivalent and better tooth types. The new teeth were outstanding in terms of cost-efficiency, appearance and feeling during preparation.

Preclinical motor chunking and fine motor skill learning in fixed prosthodontics: Contribution of 3D printing and satisfaction of dental students.

INTRODUCTION: In fixed prosthodontics, simulators are essential to students for a progressive transition from preclinical to clinical condition. With the 3D printing technology, we developed resin bars allowing students to better visualise by motor chunking technique. Main objectives of this work were to describe this teaching methodology used in preclinic among different promotions of second, third and fourth dental years and to evaluate students' feedback. MATERIALS AND METHODS: Two hundred seventy resin strips were digitally designed and printed in resin. All participants from second, third and fourth had to fulfil a User Experience Questionnaire (UEQ) after the preclinical work. The scales of this questionnaire covered the complete impression of the user experience. Both classical aspects of usability (efficiency, insight and reliability) and aspects of user experience (originality, stimulation) were measured. RESULTS: For the second dental years, 'Attractiveness', 'Stimulation' and 'Novelty' were considered 'Excellent'. For the third dental year, novelty average was considered as 'Excellent'. For the fourth dental year, 'novelty' was considered as 'Good'. DISCUSSION: The resin plates used in this study are original and stimulating for the students, especially for the second-year dental students who found the exercises useful for their learning. This method can also be used by creating scenarios close to the clinical situations encountered in dentistry departments (more dilapidated teeth, preparation of inlays, post and core, etc.). This 3D printed simulation model is not intended to replace the Frasaco® models but is a complement to the learning process.

Computer-aided design software-enabled preclinical prosthodontic training: A digital education technique.

The prosthodontics preclinical training modules involve textbook-based two-dimensional (2D) ideal images and practicing on manikin models to emulate ideal tooth preparations and teeth arrangements. Relying solely on 2D images as objectives for preclinical exercises limits the trainee's creative skills to instructions of textbooks and clinical instructions received. With advancements in digital dentistry, dental trainees should have early exposure to the three-dimensional (3D) rendering of ideal preclinical objectives. A dental education technique using computer-aided design software and smartphones is described that will allow 3D rendering of ideal prosthodontic training assignments allowing early exposure to digital dentistry for dental training students.

A survey on utilization and barriers of digital removable prostheses in the US dental education.

PURPOSE: Gaining knowledge on the extent of digital technology implementation in dental education and the barriers to it will help inform future directions to promote the use of such technology and will enhance dental education. This study aimed to investigate the utilization of digitally fabricated removable prostheses and the potential obstacles to implementing such technology in US dental schools. METHODS: A survey was developed and distributed to the restorative dentistry department chairs and postdoctoral prosthodontic program directors. The survey delivery protocol included follow-up emails 1 week, 3 weeks, and 4 weeks after the initial email. The collected data were analyzed descriptively. RESULTS: The response rate was 85% and 45% for predoctoral and postdoctoral prosthodontic programs, respectively. The results showed that 88.06% of the predoctoral programs and 95.65% of the postdoctoral prosthodontic programs implement digital complete dentures in the curriculum; however, the digital removable partial dentures implementation rate was recorded at 70.77% in predoctoral programs and 61.9% in postdoctoral prosthodontic programs. CONCLUSIONS: Dental schools are challenged by cost, design software limitations, IT and laboratory support, and faculty training. Multifaceted support is instrumental in further implementing digital removable prosthodontics into dental education.

Implementation of mind mapping with problem-based learning in prosthodontics course for Chinese dental students.

BACKGROUND: The traditional Chinese dentistry classroom teaching model focuses on the instruction of knowledge details, but less on the frameworks and learners' motivation. Here, we introduced a combination of mind mapping and PBL instruction (MBL)into the prosthodontics course for Chinese dental students. This study aimed to evaluate the effectiveness and efficiency of MBL in prosthodontics and make observations from the students' perspectives, based on their response with the learning process. METHODS: We prospectively enrolled 56 fourth-year undergraduates of stomatology, and these participants were randomly allocated into either the combined mind map teaching group (MBL) or the problem-based learning group (PBL) to attend the prosthodontics course. An anonymous questionnaire was also administered to both groups to evaluate the students' perceptions and experiences, using closed and open-ended items. Data were analyzed using descriptive statistics and thematic analysis. RESULTS: The students' responses to closed items indicate their experience in PBL and MBL to be positive, including increased motivation, improved memory of knowledge, enhanced discipline connection and raised teamwork, with fairly higher ratings for the MBL group. However, the tutor-guided competence scores including the memory and framework part, were significantly higher for MBL group than PBL group (two-way ANOVA, p < 0.01, p < 0.001, respectively). Meanwhile, the self-perceived competence scores including the motivation, framework and teamwork part, were significantly higher for MBL group than PBL group (two-way ANOVA, p < 0.01, p < 0.001, p < 0.05, respectively). CONCLUSION: Our findings suggest that MBL teaching approach can help in integration of knowledge structure and enhance clinical reasoning. MBL is an effective and well-organized method in prosthodontics course for dental students.

Dental school quality assessment: Effect of student calibration on the outcomes of fixed prosthodontic cases.

BACKGROUND: Quality assurance (QA) of predoctoral dental student laboratory work is an essential part of the learning process that involves evaluating the student's ability, providing constructive feedback, helping develop the students' ability to self-assess, and promoting collegiality and communication among students, faculty, and laboratories. Faculty calibration, while often difficult to coordinate, is also necessary to providing consistent student feedback. AIM: The purpose of this study was to evaluate whether periodic calibration exercises with the fourth-year dental students and faculty impacted the number of student cases rejected during Quality Assurance evaluation of fixed prosthodontic cases submitted to The Dental College of Georgia laboratory tracking. CONCLUSION: Findings from this study provided evidence that ongoing calibration did result in a reduced number of incoming QA rejections in all periods reviewed except for one in which there was significant turnover among department faculty affecting QA calibration for that time period.

Overview and knowledge of prosthodontic diagnostic aids among interns and post graduates - A cross-sectional questionnaire study.

Aim: This study aims to evaluate and compare the knowledge of prosthodontic diagnostic aids among interns and postgraduates. Settings and Design: A questionnaire survey was conducted to assess and compare the knowledge of prosthodontic diagnostic aids among interns and postgraduates. Based on the pilot study with alpha error 5% and a power of study 80%, the sample size was estimated to be 858 for each group. Materials and Methods: The self constructed questionnaire consisted of 3 sections, of which each section had 5 questions, a total of 15 questions validated by a team of 6 experts. The questionnaire was distributed electronically among interns and postgraduates in various dental colleges across India. Data were collected and subjected to statistical analysis. Statistical Analysis: All outcomes of this survey were analyzed using an independent t test. The Mann- Whitney test was used to determine the significance of two groups. Results: From the results obtained, it was found that interns (mean: 6.90; standard deviation: 2.442) had less knowledge regarding diagnostic tools than postgraduate students (mean: 8.76; standard deviation: 1.818). Conclusion: Diagnostic aids simplifies the process of diagnosis and treatment planning. Moreover, the knowledge of diagnostic aids among younger generation permits them to redefine the way dentistry is practiced and at the same time helps to provide better treatment results and achieve the utmost for the profession. Adequate knowledge of diagnostic aids is the need of the hour. Dental professionals should constantly update knowledge regarding various diagnostic aids in Prosthodontics, so as to arrive at optimum diagnosis and treatment plan with longer prognosis.

Profile of prosthodontics program directors in North America.

PURPOSE: To develop a current profile of prosthodontics program directors (PPDs) in United States dental schools and describe the current challenges and responsibilities of those serving in the position and assess the professional needs of the program directors (PDs) to better support them in their roles. MATERIALS AND METHODS: A survey was sent to 51 participants who were identified as PPDs in North America via Qualtrics in 2019 to assess the professional needs of PDs to better support their roles. The survey consisted of 29 items organized into six sections: (1) demographic information; (2) hours and time spent in various areas of the job; (3) greatest challenges; (4) perceived importance of specific competencies; (5) opinions on the greatest rewards of the position; (6) their needs for support from the American College of Prosthodontists and advice for the future PD. RESULTS: The response rate for this survey was 88.3%. Of the 45 respondents, the majority were white/non-Hispanic, followed by Asian/Pacific Islanders. The two largest and equal numbers of participants who worked for more than 10 years and between 1 and 3 years were observed with approximately 29% each, and PDs who worked less than a year occupied the least amount. Overall, 34% of PDs are on the tenure track and 80% of those are tenured. Teaching and clinical services took away the greatest time with approximately 42% and 22.1%, respectively. Thirty-five (78%) PDs listed the greatest challenge they encountered was the workload of the role. Skills listed in leadership and personnel competencies were all rated more important than most of the skills listed in management. CONCLUSIONS: There is a wide gender gap and a lack of racial diversity among the PPDs. The biggest challenge faced by them is the amount of workload followed by budget and fiscal constraints. And for their improved efficiency, they gave emphasis on learning time management and continuous clinical training of newer advances.

A pilot study on the use of a novel digital real-time evaluation system in undergraduate preclinical training of tooth preparation in fixed prosthodontics.

INTRODUCTION: In the light of the digital teaching, it is necessary that the effectiveness of a new digital real-time evaluation system in the preclinical training of tooth preparation be evaluated. MATERIALS AND METHODS: Forty undergraduate dental students of the fourth year were randomly divided into the control group and the experimental group to complete the training task of tooth preparation for porcelain fused to metal (PFM) crown restoring the upper right central incisor. The control students received conventional training with instructor's guidance. The experimental students received training with the digital system without instructor's guidance. Every student exercised preparation in two resin incisors in 3 h training by respective training methods. A third incisor was prepared on a dental model in the simulated head phantom by each student as the test on the next day. All students' tooth preparations were scored by the same two experienced experts. The experimental students were asked to answer a questionnaire regarding their attitudes and opinions on the digital evaluation system in preclinical training. RESULTS: There was no significant difference between the scores of the experimental group and the control group (p > .05). The students of two groups obtained the similar scores in the test (p > .05). Most of the students were supportive of the application of digital training system in the preclinical tooth preparation training course. CONCLUSIONS: The digital real-time evaluation system could provide effective training effects for the dental undergraduate students in the preclinical training of tooth preparation in fixed prosthodontics.

Pre-doctoral dental students' computer-aided design/computer-aided manufacturing-related education, knowledge, attitudes and behavior: A national survey.

OBJECTIVES: Computer-aided design/computer-aided manufacturing (CAD/CAM) technology transformed the world of restorative dentistry. The objectives were to assess pre-doctoral dental students' CAD/CAM-related education, knowledge, attitudes, and professional behavior, and to explore the relationships between the year in dental school and these constructs. METHODS: A total of 358 pre-doctoral dental students from 17 of the 68 US dental schools responded to a web-based anonymous survey. RESULTS: CAD/CAM-related classroom-based education was likely to happen in lectures (87.2%) and simulated exercises as part of a class (86.9%). Faculty were most likely to provide CAD/CAM instruction (87.9%), with staff (44.8%) and dental technicians (20.2%) being engaged as well. Preclinical education included video demonstrations (81.8%), demonstrations during a lecture (76.4%) or for smaller groups of students (69.2%), hands-on workshops (65.6%), and individual instruction (50.4%). Considering the digital workflow in clinics, 45.2% reported using intraoral scans. The more advanced the students were in their program, the more CAD/CAM knowledge (r = 0.27; p < 0.001) and knowledge about what can be fabricated with CAD/CAM technology they had (r = 0.25; p < 0.001). However, the student's satisfaction with the education about CAD/CAM did not increase over the years (r = -0.04; n.s.) and remained neutral, while their attitudes became more positive the longer they were in dental school (r = 0.13; p < 0.05). Their attitudes were quite positive, with most students considering that CAD/CAM is the future of dentistry (5 = most positive: Mean = 4.34), agreeing that they enjoyed working with CAD/CAM (Mean = 4.11) and that CAD/CAM has the potential of making them a better dentist (Mean = 4.07). CONCLUSIONS: The majority of students in the US dental schools appreciate CAD/CAM technology, consider it to be the future of dentistry, and believe it makes them better dentists. The fact that the majority is not satisfied with their classroom-based, preclinical and clinical CAD/CAM-related education should therefore be a call to action to rethink dental school curricula in this content area.

Introducing dental students to complete denture treatment in times of COVID-19: Students' responses.

OBJECTIVES: The COVID-19 pandemic required changes in the complete denture courses to comply with lock-in and social distancing requirements. The objectives were to assess (a) dental students' interest in a required complete denture course and the prosthodontics specialty, (b) how much time students spent on studying background, lab, and clinical content, and (c) how difficult and helpful course components were. Additionally, open-ended responses concerning what the students liked and what they wanted to have changed were analyzed as well. METHODS: After this "complete denture" course, 81 of 109 students responded to a web-based survey with questions about course content and design. This hybrid course consisted of weekly asynchronous virtual lectures, in-person simulated laboratory (sim lab) exercises, and synchronous virtual workshops. RESULTS: Exactly 53.7% were much/very much interested in this course, with nobody considering prosthodontics as their specialty. The students studied on average of 79.61 minutes for 1 hour (of background-related lecture, 69.92 minutes for a lab-based lecture, and 77.00 minutes for a clinical-content lecture (p < 0.001). They evaluated clinical content as most difficult, lab content as less difficult, and background material as least difficult (3-point scale with 1 = not at all difficult: means = 1.90/1.85/1.80; p < 0.001). They rated background lectures as least helpful, clinical material as more helpful, and lab content as most helpful (5-point scale with 1 = most helpful: means = 2.33/2.67/2.96; p < 0.001). Open-ended answers showed exceptionally positive responses for content and pedagogy of sim lab and clinical content. CONCLUSIONS: Gaining a better understanding of students' responses to hybrid "complete denture" courses is critical for optimally teaching this material in times of COVID-19.

Study of the use in autonomy of intraoral scanning systems to optimise dental students' performances in fixed prosthodontics practical learning in second year.

AIM: The purpose of this study was to evaluate if the use of intraoral scanner analysis could help students to optimise their performance and their self-assessment abilities in prosthetic preparation without the teacher's assistance in the preclinical course. MATERIALS AND METHODS: Ninety-five second-year dental students were randomly divided into three groups: Control group (C), CeRec group (CR) and PrepCheck group (PC). Group C only use silicon keys to control the preparation thickness. The students in Group CR analysed their work with Cerec™ software. The Group PC use a pedagogic software (PrepCheck™) which allowed comparison with the "master" preparation. They used control tools preparations for three consecutive training sessions. Then a final assessment session without control tool to evaluate their performance was organised. All preparations were objectively evaluated thanks to stl. analysis software (Geomagic® Control X). Each preparation was compared with the master preparation by defining tolerance ranges. An objective overall score out of 20 was assigned to each preparation according to their degree of correspondence. In addition, a questionnaire was performed to analyse the students' perceptions regarding the use of intraoral camera. RESULTS: During the assessment session, no significant difference was revealed between the different groups with respect to the students' performance. The comparative analysis between the self-assessment scores and the objective scores using Geomagic® software showed that digital control tools did not help the student to improve their self-assessment abilities without the teacher's assistance. CONCLUSIONS: The intraoral cameras and specific pedagogic software in autonomy could not improve students' performance for teeth preparation and self-assessment abilities in second year. These digital tools facilitate objective feedback on preparation defects, but constructive criticism needs human reflection. The teacher's opinions and advice remain essential to develop their students' performance and self-assessment skills. The use of digital tools must be integrated in dentistry course to develop the interpret of the results and optimise feedback.

Declarative knowledge in oral health: The case of the term 'centric occlusion'.

INTRODUCTION: The lack of academic agreement in the practical or clinical use of declarative knowledge can generate unnecessary confusion and miscommunication. The concept Centric Occlusion (CO) is part of the body of declarative knowledge in dentistry, but its definition remains unclear. OBJECTIVE: To ascertain the CO concept in articles published in dental journals as a study case for the dentistry "corpus" of declarative knowledge. METHODOLOGY: The alternative definitions of CO used by the GPT (Glossary of Prosthodontic Terms) from 1956-1977, 'CO as a synonym for maximum intercuspal contact (MIC)', or by the GPT from 1987-2017, 'CO may or may not coincide with MIC', were searched in the articles. The association between the CO definition used and variables such as article aims, journal scope and authors specialty was assessed. RESULTS: Eight hundred and twelve articles were analysed. The widespread use of CO as synonym of MIC was the main finding and was significantly associated to the Orthodontics field. The CO definition according to the GPT 1987-2017 was less frequently observed but appeared in all dentistry fields, showing a significant association with the Oral Rehabilitation field. The difficulty of incorporating the current definition of CO (by GPT) into the main clinical discussions was evidenced all the long of the review process. CONCLUSION: The lack of consensus in the concept use was confirmed by the present study case, showing the influence of specific fields in Oral Health declarative knowledge. This methodology can provide a tool to the academy to assess controversial terms or concepts in Oral Health education, thus facilitating the critical and reflexive learning by students.

Fixed prosthodontics clinical unit completions in an undergraduate curriculum: A 10-year retrospective study.

INTRODUCTION: Providing undergraduate dental students with a range of clinical experiences in fixed prosthodontics procedures is an important component of dental education. The aim of this retrospective study was to analyse the types of laboratory-fabricated fixed prosthodontics clinical units completed by undergraduate students over 10 consecutive years and determine any significant trends. MATERIALS AND METHODS: The fixed prosthodontics treatment registers from 2012 to 2021 were reviewed and the different types of completed fixed prosthodontics units and total number of fixed prosthodontics units were recorded for each year. Completed units were categorised according to the type of restoration and expressed in whole numbers and as a percentage of the total number of units completed in each year. The data were presented in table and graph form. Mann-Kendall tests were performed to statistically analyse for trends in the different restoration types. RESULTS: Throughout all study years, porcelain bonded to metal (PBM) crowns (48.25%, range 35.70%-59.91%) were the most frequently completed fixed prosthodontics unit followed by full gold crowns (FGC) (20.84%, range 14.89%-27.30%) and all-ceramic crowns (ACC) (12.70%, range 3.67%-24.41%). Collectively, PBM, FGC and ACC comprised 81.80% of all completed fixed prosthodontics units. There were observed trends of increased use of all types of all-ceramic containing restorations, all types of all-gold containing restorations, all types of partial coverage restorations and specifically ceramic onlays and gold onlays. There were observed trends of reduced use of cast gold post-cores and all types of bridges. CONCLUSION: PBM crowns were the mainstay laboratory-fabricated fixed prosthodontic unit completed over 10 years of undergraduate student fixed prosthodontics clinical practice.