Dental trauma simulation training using a novel 3D printed tooth model.

BACKGROUND/AIM: Opportunities for dental students to obtain experience in the management of traumatic dental injuries are limited, and most encounter their first trauma patient after graduation. Recognizing this need, the aim of this study was to investigate dental students' experiences of a workshop using a 3D printed tooth. The hypothesis was that the simulation experience with the aid of a 3D printed tooth would enhance their learning experience.

MATERIAL AND METHODS

A total of 73 students completed a questionnaire after completing dental trauma simulation training. With the aid of a 3D printed avulsed tooth, students constructed a nylon fishing line/GC Fuji Ortho LC splint and a wire/composite splint. Descriptive data analysis was performed to determine the perceptions of the experience gained through the simulation training.

RESULTS

Over a third of the participants (38%) agreed that the dental trauma simulation training felt realistic. Additionally, 59% agreed and 22% strongly agreed that they felt engaged in the learning activity. Furthermore, 81% agreed/strongly agreed that they felt more prepared to treat patients who present with a traumatic dental injury in the future, and 93% agreed/strongly agreed that it added value to their training when compared to relying solely on didactic training. After the use of splinting materials, 38% of participants disagreed/strongly disagreed that nylon fishing line/GC Fuji Ortho Splint was easier to place than wire/composite splint. However, 52% of participants found that it was easier to remove the GC Fuji Ortho Splint. Overall, 93% of participants agreed/strongly agreed that dental trauma simulation training should be a mandatory component of the dental curriculum.

CONCLUSION

The use of dental trauma simulation training offers an additional means of learning about dental traumatology. Simulation has the potential to be used as an adjunct tool in the learning and management of dental traumatology as it has demonstrated increased student engagement, but limitations still remain.