Digital integration in dental education: A novel self-directed learning model using intraoral scanners for tooth preparation training
Chia‐Ming Liu, Min-Hsun Hsu, Min Yee Ng, Chuan‐Hang Yu
Abstract
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. Materials and methods: 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. Results: < 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. Conclusion: 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.