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PubMed2004

Differences between the Cerec-3D software versions 1000 and 1500.

The Cerec-3D software was introduced officially at the IDS 2003 with the version 2.00 R1000. The decisive difference compared with the preceding software generations was that the prepared tooth and the restoration were displayed three dimensionally. Thus, the virtual changes which could be made with the aid of editing tools could also be controlled and seen immediately in 3D. The latest officially available version of the Cerec-3D software version 2.10 R1500 differs in some further developments from the first version 2.00 R1000; these are for example: --If the semiautomatic margin detector is switched off while marking the preparation margin, the alternative intensity image appears instead of the 3D display. --Designing has been decisively improved by the extension of the "Drop" tool (function of continuous application and removal of material). --Under morphologically difficult circumstances, the design proposal can be magnified/reduced in size and repositioned in all spatial directions. --The Parameter setting again permits setting an adhesive gap width specific to the dentist and unit. As an example, the version 1500 software is demonstrated on a simple clinical case in which the occlusion points were defined virtually with the aid of a functional bite registration, eliminating the need for occlusal grinding-in.

Computer-Aided Design↗
PubMed2004

Reliability and validity of a manual dexterity test to predict preclinical grades.

The University of California, San Francisco School of Dentistry wanted to determine if a predental school manual dexterity test predicts: 1) subsequent grades in preclinical restorative courses, and 2) faculty perceptions of satisfactory performance in these skills that would indicate the student is ready to advance to the clinic. The study population was comprised of all 244 applicants admitted to UCSF School of Dentistry's D.D.S. program from Classes of 2000 to 2002 and who matriculated into the program. The manual dexterity test (MDT) consisted of a two-hour block-carving test. Three preclinical faculty, three clinical faculty, and two basic science faculty graded the blocks. Even after instruction and calibration, faculty varied greatly in their grading (intra-rater reliability kappa statistics ranging from 0.34 to 1.00). Two of three preclinical raters gave No Passes for the MDT in 9.8 percent of the incoming, first-year dental students. Of these twenty-three students, only four (17 percent) were in the lower 10 percent of their classes according to their five preclinical restorative laboratory courses after two years, and four (33 percent) were among the twelve students the three preclinical laboratory directors identified as laboratory cautions. The MDT did not significantly (p=0.342) predict students in the bottom 10 percent after five restorative preclinical laboratory courses, above and beyond current admissions criteria. Among current admissions criteria, PAT score was the only item at least moderately correlated with preclinical average percentile class rank (Spearman correlation = 0.34). In conclusion, the MDT did not appear to add information to the current admissions criteria.

Aptitude Tests↗
PubMed2004

My "high-powereds".

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Dental Prophylaxis↗
PubMed2004

One year's experience with virtual reality preclinical laboratory simulation at the University of Tennessee.

Virtual reality-based preclinical simulation learning is a new teaching modality with significant potential. The University of Tennessee Health Science Center, College of Dentistry has completed its first year of student experience using 40 DentSim simulators, in conjunction with an 80-unit traditional simulation laboratory. This article describes this experience and relates both the positive and negative aspects as they impacted on the students, staff and school. The purpose of the article is to relay information pertinent to this new educational modality to other educational institutes interested in pursuing virtual reality dental simulation. The results of the first-year experience were encouraging, although certain areas proved problematic and frustrating for both students and staff.

Calibration↗
PubMed2004

Dentocase - open-source education management system in dentistry.

Since 2001, an interdisciplinary project on multimedia education in medicine has been sponsored by the Federal Ministry of Education and Research at the Charité. One part of the project is on dentistry. In the light of the results of a survey of dental students, an Internet-based education management system was created using open-source back-end systems. It supports four didactic levels for editing documentation of patient treatments. Each level corresponds to the learning abilities of the students. The patient documentation is organized to simulate the working methods of a physician or dentist. The system was tested for the first time by students in the summer semester of 2003 and has been used since the winter semester of 2003 as part of the curriculum.

Computer-Assisted Instruction↗
PubMed2004

PREPassistant: a system for evaluating tooth preparations.

Learning the widely differing forms of tooth preparation, especially in restorative dentistry, places high demands on both trainees and instructors with regard to precision, reproducibility, assessment, evaluation and three-dimensional conceptualization. In the past, evaluation of such preparations has been against subjective parameters and their interpretation by the assessor (usually the instructor). The use of CAD systems in teaching seminars and courses allows an objective assessment of tooth preparations and offers the trainee the possibility of measuring him/herself against a standard, of detecting errors, and of achieving perfection in the required tasks. The PREPassistant system described in this article is one such CAD-assisted learning system. It is recommended both for students in dental schools and for the continuing education of established dentists. Its strengths are that it produces a design for a tooth preparation, enables exact comparison with an ideal preparation, detects errors, and promotes improvements and perfection.

Computer Systems↗
PubMed2004

An evaluation of two dental simulation systems: virtual reality versus contemporary non-computer-assisted.

Contemporary dental simulation systems were developed to improve dental students' transition from the preclinical laboratory to the clinic. The purpose of this study was to compare the efficacy of a virtual reality computer-assisted simulation system (VR) with a contemporary non-computer-assisted simulation system (CS). The objectives were to determine whether there were differences between the two systems in the quality of dental students' preparations and the amount of faculty instruction time. Students who completed their first year of dental school and had no previous experience preparing teeth were group matched according to their performance in the first-year Dental Anatomy laboratory course and assigned to VR (n=15) or CS (n=13). In the summer, they spent two weeks (approximately 3 hrs/day) executing amalgam and crown preparations on typodont teeth. Short presentations describing the preparations were given to both groups; however, preparation criteria were available on the computer for the VR group, while the CS group received handouts. Both groups could request feedback from faculty, although VR also obtained input from the computer. A log was kept of all student-faculty (S-F) interactions. Analysis of the data indicated significant differences between groups for the following variables: mean number of S-F interactions was sixteen for the VR group versus forty-two for the CS group; and mean time of S-F interactions was 1.9+/-2 minutes versus 4.0+/-3 minutes (p<0.001) for VR and CS, respectively. Faculty spent 44.3 hours "interacting" with twenty-eight students, averaging 0.5 hours per VR student and 2.8 hours per CS student. Thus, CS students received five times more instructional time from faculty than did VR students. There were no statistical differences in the quality of the preparations. While further study is needed to assess virtual reality technology, this decreased faculty time in instruction could impact the dental curriculum.

Analysis of Variance↗
PubMed2004

[Influence of magnification tools on the recognition of simulated preparation and filling errors].

37 mistakes or filling defects were mounted onto a phantom model. Three groups--each consisting of thirteen dentists--examined the jaws under clinical conditions using either no visual aid, magnifying glasses or a microscope. They were further asked if using magnifying tools had a positive effect on pains such as neck and back pain, headaches or sore eyes. The group using the microscope spent more time on examination and found significantly more defects than their colleagues using magnifying glasses. They also profited more from the ergonomical advantages. The main clinical use for microscopes is in endodontics. The group of dentists using magnifying glasses spent less time on examination but found more defects than their colleagues using no magnification tools at all. The positive effect on neck and back pain was less pronounced than in the group working with microscopes. Magnifying glasses are used in all kinds of clinical work.

Back Pain↗
PubMed2004

Creating a web-enhanced interactive preclinic technique manual: case report and student response.

This article describes the development, use, and student response to an online manual developed with off-the-shelf software and made available using a web-based course management system (Blackboard) that was used to transform a freshman restorative preclinical technique course from a lecture-only course into an interactive web-enhanced course. The goals of the project were to develop and implement a web-enhanced interactive learning experience in a preclinical restorative technique course and shift preclinical education from a teacher-centered experience to a student-driven experience. The project was evaluated using an anonymous post-course survey (95 percent response rate) of 123 freshman students that assessed enabling (technical support and access to the technology), process (the actual experience and usability), and outcome criteria (acquisition and successful use of the knowledge gained and skills learned) of the online manual. Students responded favorably to sections called "slide galleries" where ideal and non-ideal examples of projects could be viewed. Causes, solutions, and preventive measures were provided for the errors shown. Sections called "slide series" provided cookbook directions allowing for self-paced and student-directed learning. Virtually all of the students, 99 percent, found the quality of the streaming videos adequate to excellent. Regarding Internet connections and video viewing, 65 percent of students successfully viewed the videos from a remote site; cable connections were the most reliable, dial-up connections were inadequate, and DSL connections were variable. Seventy-three percent of the students felt the videos were an effective substitute for in-class demonstrations. Students preferred video with sound over video with subtitles and preferred short video clips embedded in the text over compilation videos. The results showed it is possible to develop and implement web-enhanced and interactive dental education in a preclinical restorative technique course that successfully delivered information beyond the textual format.

Computer-Assisted Instruction↗
PubMed2004

Magnification in a restorative dental practice: from loupes to microscopes.

Dentistry requires precise motor skills guided by keen visual acuity. Many options are available to improve visual acuity--from simple loupes to surgical microscopes. Each has inherent advantages and limitations, but they all help improve precision beyond unaided vision. Data suggests that every dental professional is at risk for an occupational musculoskeletal injury. Clearly, there is a correlation between seeing clearly and maintaining good posture. Using the appropriate visual enhancement should be considered for all dental professionals to make the practice of dentistry more precise, easier, and more enjoyable and to reduce the risk of musculoskeletal injury.

Age Factors↗
PubMedDate not supplied

Root caries.

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Dental Caries Susceptibility↗
PubMed2004

What is minimally invasive dentistry?

Minimally Invasive Dentistry is the application of "a systematic respect for the original tissue." This implies that the dental profession recognizes that an artifact is of less biological value than the original healthy tissue. Minimally invasive dentistry is a concept that can embrace all aspects of the profession. The common delineator is tissue preservation, preferably by preventing disease from occurring and intercepting its progress, but also removing and replacing with as little tissue loss as possible. It does not suggest that we make small fillings to restore incipient lesions or surgically remove impacted third molars without symptoms as routine procedures. The introduction of predictable adhesive technologies has led to a giant leap in interest in minimally invasive dentistry. The concept bridges the traditional gap between prevention and surgical procedures, which is just what dentistry needs today. The evidence-base for survival of restorations clearly indicates that restoring teeth is a temporary palliative measure that is doomed to fail if the disease that caused the condition is not addressed properly. Today, the means, motives and opportunities for minimally invasive dentistry are at hand, but incentives are definitely lacking. Patients and third parties seem to be convinced that the only things that count are replacements. Namely, they are prepared to pay for a filling but not for a procedure that can help avoid having one.

Attitude to Health↗