Liu Chia-Ming, Hsu Min-Hsun, Ng Min Yee, Yu Chuan-Hang
School of Dentistry, Chung Shan Medical University, Taichung, Taiwan.
Department of Dentistry, Chung Shan Medical University Hospital, Taichung, Taiwan.
J Dent Sci. 2025 Jan;20(1):639-645. doi: 10.1016/j.jds.2024.10.030. Epub 2024 Nov 15.
BACKGROUND/PURPOSE: Traditional dental education faces challenges, such as high student-to-faculty ratios and disruptions like the COVID-19 pandemic, which limit hands-on learning opportunities. Digital technologies, including intraoral scanners, offer potential solutions by improving accuracy and efficiency in clinical practice. This study explored the integration of digital tools in a self-directed learning model for the fixed prosthodontic tooth preparation.
This study, conducted with 81 fourth-year dental students, incorporated digital tools like intraoral scanners into practical training. Students completed a pre-intervention evaluation, followed by training on digital analysis tools, and concluded with a self-directed learning protocol. The study assessed students' theoretical knowledge and practical skills using pre- and post-intervention tests, digital scans, and feedback questionnaires. Statistical analyses, including paired t-tests, evaluated the effectiveness of the intervention.
Significant improvements were observed in both theoretical knowledge (pre-test 86 %, post-test 98 %, = 0.012) and practical skills, with the percentage of "perfect" crown preparations rising from 14 % to 73 % ( < 0.0001). Occlusal reduction showed improvement but remained challenging for some students. Digital tools reduced student anxiety, with 77 % of students reporting decreased anxiety during practical exercises.
Integrating digital scanning technology with traditional teaching enhanced student competence in tooth preparation, reduced anxiety, and provided objective evaluation criteria. The self-directed learning model supported skill development and independent problem-solving, indicating the potential for broader application in dental education. Future research should explore long-term impacts on clinical performance and optimize digital tool integration throughout the curriculum.
背景/目的：传统牙科教育面临挑战，如师生比例过高以及像新冠疫情这样的干扰因素，这些都限制了实践学习机会。包括口腔内扫描仪在内的数字技术通过提高临床实践的准确性和效率提供了潜在的解决方案。本研究探讨了数字工具在固定义齿牙体预备自主学习模式中的整合。
本研究对81名牙科四年级学生进行，将口腔内扫描仪等数字工具纳入实践培训。学生们完成了干预前评估，随后接受了数字分析工具的培训，并以自主学习方案结束。该研究通过干预前后测试、数字扫描和反馈问卷评估学生的理论知识和实践技能。包括配对t检验在内的统计分析评估了干预的有效性。
理论知识（预测试86%，后测试98%，P = 0.012）和实践技能均有显著提高，“完美”牙冠预备的比例从14%上升到73%（P < 0.0001）。咬合降低有所改善，但对一些学生来说仍然具有挑战性。数字工具减轻了学生的焦虑，77%的学生表示在实践练习中焦虑感降低。
将数字扫描技术与传统教学相结合提高了学生在牙体预备方面的能力，减轻了焦虑，并提供了客观的评估标准。自主学习模式支持技能发展和独立解决问题，表明其在牙科教育中具有更广泛应用的潜力。未来的研究应探讨对临床性能的长期影响，并在整个课程中优化数字工具的整合。
