3‐Dimensional simulations and student learning in orthodontic education

Abstract

Introduction The electronic dental model (e-model) is an example of a digital 3-Dimensional technology to support inquiry-based learning in undergraduate dental education. As student perceptions of and engagement with e-models vary, it is uncertain whether these perceptions have implications for their learning processes and outcomes. Methods Third-year dental students (N=40) completed a questionnaire to identify their perceptions of and preferences for model modalities. They were divided into three groups based on their preference: Preferring plaster models(Group 1); Preferring e-models(Group 2); No preference(Group 3). Students from three groups (N=9) attended a hands-on digital occlusion evaluation workshop, and then completed a case-based diagnostic evaluation test using digital occlusion evaluation software. Camtasia Studio™ recorded real-time and on-screen data of the number of mouse-clicks and time spent. Results Students reported positive feedbacks on the use of e-models, and 72.5% of the students preferred combination use of e-models and plaster models. After attending the hands-on digital dental occlusion evaluation workshop, Group 2 scored higher on the diagnostic evaluation test (p<0.05) and registered more mouse-clicks than Group 1 when evaluating the arch symmetry (p<0.05). Group 2 registered fewer mouse-clicks than Group 3during tooth size measurement (p<0.05). There was no significant difference regarding the time used to answer the knowledge questions among the three groups. Conclusion Undergraduate dental students indicated a generally high acceptance of e-models for their learning in orthodontics, and more prefer a blended approach. Students preferring e-models presented higher performance outcomes, which supports cognitive load theory regarding prior exposure to simulation-based environments.