PURPOSE

Digitalization is assuming increasing significance in dental education, as dental students are increasingly exposed to digital implant planning and contemporary technologies such as 3D printing. In this study, we present a cohort analysis aimed at assessing the potential benefits derived from the utilization of 3D prints to seamlessly translate planned procedures into real-life applications.

METHODS

21 dental students participated in a virtual planning and hands-on course across two cohorts (C1: n = 10, C2: n = 11). The virtual implant planning phase involved the placement of four implants on an atrophic lower jaw model. Subsequently, Cohort 1 (C1) executed the implantation procedure on a prefabricated hands-on model, while Cohort 2 (C2) engaged with 3D prints representing their individual implant planning during the hands-on session. Subjective assessments of knowledge, skills, and the perceived utility of 3D prints were conducted through pre- and post-course questionnaires, utilizing a 5-point scale.

RESULTS

In the subjective evaluation, 17 out of 21 participants expressed a positive appraisal of the use of personalized models. Notably, there was no statistically significant improvement in overall knowledge scores; however, there was a discernible increase of 0.5 points in the ratings related to perceived expertise and procedural abilities.

CONCLUSION

While there was a notable increase in the subjective ratings of knowledge and abilities, no statistically significant difference was observed between the two groups. The consensus among dental students is that individually planned and printed implant models serve as a valuable and effective tool in hands-on courses.