(PO-127) Harnessing Technology: Evaluation of Custom 3D Printed Educational Models

Author: Aaron Glick, D.D.S. – Clinical Assistant Professor, UTHealth HSC Houston School of Dentistry
Author: Juliana A. Barros, D.D.S. – University of Texas School of Dentistry at Houston
Author: Marilia Sly, D.D.S., M.S.D. – Associate Professor, University of Texas School of Dentistry at Houston
Author: Michelle Thompson, D.D.S.
Author: Gary Frey, D.D.S.
Author: Shalizeh A. Patel, D.D.S – University of Texas School of Dentistry at Houston
Submitter: Aaron Glick, D.D.S. – Clinical Assistant Professor, UTHealth HSC Houston School of Dentistry

Traditionally, in preclinical restorative courses, instructors rely on 2D images of ideal preparations to support student’s learning. Lack of spatial orientation associated with these representations potentially lead to perceptual and conceptual misunderstandings.

Objectives: This study investigated student perceptions and performance of tooth preparations with 3D models compared with traditional methods.

Methods: 16 first-year dental students voluntarily participated in this study. A 30-minute in-person verbal orientation was provided to describe #19 MODB all-ceramic onlay preparation criteria using 2D instructional material, followed by a timed hands-on session for project completion. Participants were randomly assigned to: 1) control group (CG) provided by instructional guide, 2D images of ideal preparations, and a standardized rubric or 2) experimental group (EG) provided by the same resources in addition to 3D printed models (both articulated and enlarged). Students’ preparations were assessed by a double-blinded faculty. Students provided subjective feedback of 3D models via a digital survey. The IRB for this study was approved by UTHealth (HSC-DB-21-0018) and internally funded by the Dean's Academy Small Grants Program in Innovation and Educational Research.

Results: Students assigned to the EG were graded significantly lower (p < 0.05) by faculty for divergence of walls (ideal is 6-10°). No statistical difference was found in other metrics from the rubric. Additionally, students assigned to the EG expressed interest in using the custom 3D printed models to assist in improving hand-on skill in both pre-clinical courses (p < 0.05) and at point of care (p < 0.05).

Conclusion: The “ideal” preparation that was used to create the custom 3D printed models had minimal acceptable taper, influencing the grading outcome. However, this incident demonstrates how a 3D model can resonate with students and directly influence their motor performance. Students expressed interest in utilizing custom 3D printed educational models in addition to the traditional 2D image of ideal preparation.