Dental traumatology : official publication of International Association for Dental Traumatology · 2025
Evaluation of 3D-Printed Models in Dentoalveolar Trauma Simulation: A Randomized Trial in Undergraduate Dental Training.
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Koç Cemre, Akyıldız Bahar Melis, Taş Ayşe
Аннотация
BACKGROUND/AIM: This study evaluated the impact of simulation training using 3D-printed models on anxiety, stress, self-confidence, and knowledge among dental students managing dentoalveolar trauma.
MATERIAL AND METHODS: This prospective, randomized controlled trial was conducted with fourth-year dental students, who were assigned to two groups. The control group received theoretical instruction only, while the experimental group received theoretical instruction combined with simulation training using 3D-printed models. Prior to the simulation training (T1), all students attended a 30-min lecture covering four trauma types: uncomplicated crown fracture, complicated crown fracture, intrusive luxation, and avulsion. At T1, all students completed questionnaires and a visual analog scale (VAS) to assess anxiety (STAI Trait [T] and State [S]), stress, self-confidence, and knowledge. Following this, only the experimental group participated in the simulation training. At T2 (two weeks later), both groups completed the same questionnaires and VAS assessments. The control group participated in the simulation training after the study concluded. Statistical analyses were conducted using the chi-square test, McNemar test, independent samples t-test, Mann-Whitney U test, paired samples t-test, and Wilcoxon test, with statistical significance set at p ≤ 0.05.
RESULTS: Each group comprised 34 students, with no significant baseline differences in STAI-T scores (p = 0.57). At T1, no significant differences were observed between groups in STAI-S, VAS, confidence, or knowledge scores. At T2, the experimental group showed significantly higher self-confidence and knowledge scores than the control group (p < 0.001), although stress and anxiety scores remained comparable (p > 0.05). Within the experimental group, anxiety, stress, self-confidence, and knowledge scores improved significantly between T1 and T2.
CONCLUSIONS: Incorporating 3D-printed models into simulation training significantly enhanced students' self-confidence and knowledge in dentoalveolar trauma management, underscoring the value of simulation-based training for improved educational outcomes.
MATERIAL AND METHODS: This prospective, randomized controlled trial was conducted with fourth-year dental students, who were assigned to two groups. The control group received theoretical instruction only, while the experimental group received theoretical instruction combined with simulation training using 3D-printed models. Prior to the simulation training (T1), all students attended a 30-min lecture covering four trauma types: uncomplicated crown fracture, complicated crown fracture, intrusive luxation, and avulsion. At T1, all students completed questionnaires and a visual analog scale (VAS) to assess anxiety (STAI Trait [T] and State [S]), stress, self-confidence, and knowledge. Following this, only the experimental group participated in the simulation training. At T2 (two weeks later), both groups completed the same questionnaires and VAS assessments. The control group participated in the simulation training after the study concluded. Statistical analyses were conducted using the chi-square test, McNemar test, independent samples t-test, Mann-Whitney U test, paired samples t-test, and Wilcoxon test, with statistical significance set at p ≤ 0.05.
RESULTS: Each group comprised 34 students, with no significant baseline differences in STAI-T scores (p = 0.57). At T1, no significant differences were observed between groups in STAI-S, VAS, confidence, or knowledge scores. At T2, the experimental group showed significantly higher self-confidence and knowledge scores than the control group (p < 0.001), although stress and anxiety scores remained comparable (p > 0.05). Within the experimental group, anxiety, stress, self-confidence, and knowledge scores improved significantly between T1 and T2.
CONCLUSIONS: Incorporating 3D-printed models into simulation training significantly enhanced students' self-confidence and knowledge in dentoalveolar trauma management, underscoring the value of simulation-based training for improved educational outcomes.