Journal of dental education · 2024
Evaluating a method of creating artificial caries in typodont teeth for teaching Class III cavity preparations.
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Park Kidon, Asnashari Kasra, Younan Reema, Becker Ryan, Roggenkamp Clyde, Oyoyo Udochukwu, Kwon So Ran
Аннотация
OBJECTIVES: The purpose of the study was to report a step-by-step process of creating artificial caries typodont teeth and to determine the perception and efficacy of their use in preclinical operative training.
METHODS: Artificial caries material comprised of commercially available hide glue and chocolate powder for more realistic coloring was embedded into the distolingual of #9 ModuPRO plastic typodont teeth. First-year dental students having no clinical experience in excavating Class III cavity preparations were divided into two groups. Group BA prepared conventional typodont teeth (CTT) first, then artificial caries typodont teeth. Group AB prepared the ACT first, then CTT. The preps were scored employing a rubric used in the operative dentistry course class. A feedback questionnaire was conducted to rate students' satisfaction regarding the use of ACT and CTT. The Mann-Whitney U-test was used to compare the scores between groups ACT-CTT and CTT-ACT and the Chi-Square test was used to evaluate the positive and negative questionnaire responses.
RESULTS: The two groups showed no significant difference in grades and no significant changes in their scores regardless of which order they prepped the teeth (P > 0.05). The questionnaire heavily favored the use of artificial caries typodont teeth (P < 0.05).
CONCLUSIONS: The artificial caries typodont teeth protocol described in this study was feasible when implemented at the preclinical laboratory instruction level with positive questionnaire feedback from dental students.
METHODS: Artificial caries material comprised of commercially available hide glue and chocolate powder for more realistic coloring was embedded into the distolingual of #9 ModuPRO plastic typodont teeth. First-year dental students having no clinical experience in excavating Class III cavity preparations were divided into two groups. Group BA prepared conventional typodont teeth (CTT) first, then artificial caries typodont teeth. Group AB prepared the ACT first, then CTT. The preps were scored employing a rubric used in the operative dentistry course class. A feedback questionnaire was conducted to rate students' satisfaction regarding the use of ACT and CTT. The Mann-Whitney U-test was used to compare the scores between groups ACT-CTT and CTT-ACT and the Chi-Square test was used to evaluate the positive and negative questionnaire responses.
RESULTS: The two groups showed no significant difference in grades and no significant changes in their scores regardless of which order they prepped the teeth (P > 0.05). The questionnaire heavily favored the use of artificial caries typodont teeth (P < 0.05).
CONCLUSIONS: The artificial caries typodont teeth protocol described in this study was feasible when implemented at the preclinical laboratory instruction level with positive questionnaire feedback from dental students.