RESUMEN
OBJECTIVES: The purpose of the study was to report a step-by-step process of creating artificial caries typodont teeth and to determine the perception and efficacy of their use in preclinical operative training. METHODS: Artificial caries material comprised of commercially available hide glue and chocolate powder for more realistic coloring was embedded into the distolingual of #9 ModuPRO plastic typodont teeth. First-year dental students having no clinical experience in excavating Class III cavity preparations were divided into two groups. Group BA prepared conventional typodont teeth (CTT) first, then artificial caries typodont teeth. Group AB prepared the ACT first, then CTT. The preps were scored employing a rubric used in the operative dentistry course class. A feedback questionnaire was conducted to rate students' satisfaction regarding the use of ACT and CTT. The Mann-Whitney U-test was used to compare the scores between groups ACT-CTT and CTT-ACT and the Chi-Square test was used to evaluate the positive and negative questionnaire responses. RESULTS: The two groups showed no significant difference in grades and no significant changes in their scores regardless of which order they prepped the teeth (P > 0.05). The questionnaire heavily favored the use of artificial caries typodont teeth (P < 0.05). CONCLUSIONS: The artificial caries typodont teeth protocol described in this study was feasible when implemented at the preclinical laboratory instruction level with positive questionnaire feedback from dental students.
RESUMEN
PURPOSE: To report the outcomes of presenting a 3-week intensive course in tooth morphology to first year dental students using "at-home" waxing projects and webinars. MATERIALS AND METHODS: Students were provided with the instrumentation and materials required to complete 5 waxing projects at home during the 3-week course. In the same time period, the didactic content was presented via 11 webinar sessions. A postcourse survey provided student perspectives regarding this new experience. RESULTS: Students were able to effectively complete high-quality waxing projects at home by using step-by-step images and videos but the survey indicated an overwhelming preference for in-person faculty feedback. Webinars based on the students having studied the 3D Tooth Atlas and an instructor reviewing content in the Atlas was effective in teaching the didactic aspect of tooth morphology as evidenced by the student grades and survey results. However, most of the students indicated a preference for physically going to class and being able to interact with faculty and classmates as opposed to online webinars. The condensed 3-week version of the course was part of an expanded 4-week student orientation and worked well, allowing other clinical precursor courses to occur before their usual time in the curriculum, thereby allowing students to begin earlier patient treatment. CONCLUSIONS: The at-home waxing exercises produced very good results by having the students use step-by-step images and videos in the 3D Tooth Atlas. However, the students indicated a strong preference for personal faculty feedback that was not available at home. Students effectively learned the didactic aspects of tooth morphology through the webinars with accompanying use of the 3D Tooth Atlas but again most students prefer physically going to class and being able to interact with faculty and classmates. These preferences for contact with classmates and faculty supports the natural human desire for personal interactions with other human beings.
