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

PURPOSE: 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. METHODS: 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. RESULTS: 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. CONCLUSIONS: 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.

Fracture resistance of defective amalgam restorations repaired with a resin-based composite material.

BACKGROUND: Repair is used to increase the longevity of defective restorations, such as large amalgams. The aim of this study was to investigate the fracture resistance and fracture modes of mesio-occlusodistal (MOD) amalgam molar restorations with extensive cuspal fracture repaired or replaced using a bulk-fill resin-based composite material. METHODS: Amalgam restorations were placed in 84 permanent extracted molars and randomly assigned (n = 14) to groups: (1) MOD amalgam, (2) composite repair of 1-cusp fracture and adjacent proximal box, (3) composite repair of 1-cusp fracture, (4) composite repair of 2-cusp fracture, (5) replacement of 1-cusp defect and existing MOD amalgam, (6) replacement of 2-cusp defect and MOD amalgam. Each molar was prepared to simulate the assigned fracture and either repaired or replaced. Specimens were aged and then loaded to fracture. Fracture resistance and fracture modes were recorded. RESULTS: The authors found significant differences (P < .001) between group 4 (1,652.3 N) and groups 5 (3,095.0 N), 1 (2,669.8 N), 6 (2,658.6 N), and 2 (2,442.9 N) as well as between group 3 (2,133.5 N) and group 5 (3,095.0 N). The results of the Fisher exact test showed differences among groups (P < .001), with group 5 having the highest number of nonrestorable fractures as well as higher fracture resistance on average. CONCLUSIONS: Composite material is a viable option for the repair and replacement of cuspal defects, especially in the case of a 1-cusp fracture and 1-cusp fracture involving the adjacent proximal box. PRACTICAL IMPLICATIONS: Within the limitations of this study, the repair of cusp fractures in existing MOD amalgam-restored molars is an appropriate treatment option, although replacement of the defect and existing restoration with resin-based composite will withstand higher forces.

Students' perception of digital waxing software for dental anatomy education.

The purpose of this study is to assess students' perception of digital waxing software for dental anatomy education. Dental students were introduced to digital waxing during a dental anatomy course, and were requested to finish a voluntary survey. Students strongly agreed (18.2%) or agreed (48.0%) with the statement "digital waxing contributed to my learning of dental anatomy", and strongly agreed (29.9%) and agreed (55.8%) with the statement "The digital waxing software helped develop my wax-up skills". The digital waxing software may be effective for dental anatomy education, but students do not believe digital waxing can be a replacement for conventional wax-up practice.

Comparison of full and partial coverage crowns with CAD/CAM leucite reinforced ceramic blocks on fracture resistance and fractographic analysis.

To compare full and partial coverage crowns made with different CAD/CAM leucite reinforced ceramic blocks on fracture resistance and fractographic analysis. Full coverage and partial coverage crowns with finish line at 2 mm and 4 mm above the gingiva for molars made with IPS Empress CAD and Rosetta BM. After fatigue process, the fracture test and fractographic analysis were conducted. Although the fracture resistance of IPS Empress crowns did not show any statistical differences regardless of the design, both the partial coverage crowns fabricated using Rosetta BM showed significantly higher load at break and peak load than the full coverage crown. The crowns made with IPS Empress showed significantly higher fracture resistance than that made with Rosetta BM, regardless of the restorative design. The fracture resistance and fractographic analysis of CAD/CAM leucite reinforced full and partial coverage crowns were influenced by the restorative design of and material type.

A comparison of pre-clinical instructional technologies: Natural teeth, 3D models, 3D printing, and augmented reality.

PURPOSE/OBJECTIVES: To assess student perceptions on learning dental anatomy using natural extracted teeth, 3D printed models, 3D virtual models, and augmented reality (AR) technology.  METHODS: Eighty first-year dental students enrolled in the dental anatomy course were instructed to examine four stations. The stations included four versions of a mandibular first molar: an extracted natural tooth, a 3D printed model, a 3D virtual model, and a model displayed on a novel AR device. After examining all stations, the students were asked to complete an electronic survey. Bivariate analysis was performed to determine whether students' perceptions are related to their demographic characteristics and technological experience with computer use, 3D modeling, and video games.  RESULTS: Seventy students completed the survey (87.5% response rate). Students rated natural teeth to have the highest educational value, the 3D printed tooth to be the most accessible, and the AR application to be the most interesting modality. Students who played little to no video games were more likely to rate AR as high educational value (48.8% vs. 10.3%; p < 0.001), while students with little 3D modeling experience were more likely to rate high accessibility of the 3D Model (78.1% vs. 48.3%; p < 0.001). No statistically significant associations between the perceptions and students' demographic characteristics or use of computer were noted. CONCLUSION: The natural extracted tooth was rated highest in educational value, while the 3D printed model was rated easiest to use, and the AR model was the most interesting to the students.

Enhancing Student Learning in Dental Anatomy by Using Virtual Three-Dimensional Models.

In order to provide restorations and dental prostheses that are esthetically pleasing, functional and in harmony with a patient's occlusion, practitioners must have a thorough knowledge of dental anatomy. Recent studies have shown that virtual three-dimensional (3D) models greatly enhance educational outcomes in dental anatomy courses. This article describes a novel educational technique and uses videos and web-based portals to demonstrate how to create a virtual 3D tooth model from a scan of a natural tooth for use in dental anatomy courses.

Management of initial carious lesions: Iowa survey.

BACKGROUND: The authors explore Iowa dentists' agreement with the International Caries Classification and Management System (ICCMS) in the nonsurgical management of initial carious lesions in patients at low, moderate, and high caries risk and identify factors related to their agreement. METHODS: Electronic surveys were mailed to 916 actively practicing dentists who are alumni of the College of Dentistry at The University of Iowa. Questions included clinical scenarios that used text, clinical photographs, and radiographic images of initial carious lesions. Dentists were asked what type of treatment they would recommend. Treatment options included no treatment, nonsurgical treatment, or surgical treatment. Logistic regression analyses were used to assess associations among agreement with ICCMS, characteristics of the dentist's practice, and patients' caries risk level. RESULTS: A total of 138 Iowa dentists responded to the survey. Agreement with ICCMS regarding nonsurgical management of initial carious lesions for patients at low, moderate, and high risk levels were 73%, 59%, and 51% respectively. Compared with their counterparts, dentists who agreed with the recommendations for nonsurgical treatment were more likely to dry the teeth during caries detection (95% confidence interval [CI], 1.02 to 12.67, P = .0468), use magnification (95% CI, 1.16 to 7.17, P = .0225) for caries detection, have graduated less than 20 years ago (P = .0024), practice in public health settings (P = .0089), and perform a caries risk assessment (95% CI, 1.10 to 4.29, P = .0262). CONCLUSIONS: Dentists who dry teeth, use magnification for caries detection, graduated in the past 20 years, practice in a public health setting, and perform a caries risk assessment were significantly more likely to make decisions that were consistent with the guidelines of the ICCMS. PRACTICAL IMPLICATIONS: Knowledge of evidence-based options personalized for a patient's risk status is essential for applying the best management of initial caries lesions.