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DOI

10.1016/j.jds.2024.10.030

First Page

639

Last Page

645

Abstract

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 Significant improvements were observed in both theoretical knowledge (pre-test 86 %, post-test 98 %, P = 0.012) and practical skills, with the percentage of “perfect” crown preparations rising from 14 % to 73 % ( P < 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.

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