JMIR Publications

ABSTRACT

Background:

The integration of digital technology in dental education has been recognized for its potential to address the challenges in training removable partial dentures (RPDs) design. RPD framework design is crucial to long-term success in the treatment of dentition defects, but traditional training methods often fall short of adequately preparing students for real-world applications.

Objective:

This study investigated whether the use of preclinical training software for RPDs, based on three-dimensional (3D) virtual simulation technology and an engaging teaching approach, enhances the learning efficiency of newly enrolled master’s degree students in stomatology. In addition, the perceptions of both students and faculty regarding the use of the program were assessed.

Methods:

The RPD Training Software (RTS) is a preclinical training tool that simulates the clinical process of treating partially edentulous patients. In this study, 26 newly enrolled master’s degree students in stomatology who volunteered to participate were randomly divided into a control group (n = 13) and a training group (n = 13). The training group used the RTS for 2 credit hours (90 min) of self-study, while the control group received theoretical lessons and case practice from an instructor. After the 2 hours, both groups completed the theoretical knowledge and drawing tests for RPD simultaneously. Test results were evaluated and graded by two experts in prosthodontics. Both users and teachers filled out a questionnaire afterward about their training experience.

Results:

Subjects in the training group obtained better final grades compared to controls (theoretical test: 88.8 ± 2.3; 85.7 ± 3.3, respectively; P < 0.05; drawing test: 88.8 ± 4.5; 85.1 ± 4.3, respectively; P < 0.05). The training group had a shorter completion time in the drawing test (12.6 ± 19 mins; 17.7 ± 3.0 mins, respectively; P < 0.001) but there were no significant differences in the completion times in the theoretical test. Students and faculty generally had a favorable opinion of the RTS.

Conclusions:

The effectiveness of the RTS for newly enrolled master’s degree students in stomatology to understand and apply their knowledge of RPD framework design was validated; the system was well received by both students and faculty members, who reported that it improved the effectiveness and convenience of teaching.