Virtual sketching‐based dental anatomy module improves learners' abilities to use computer‐aided design to create dental restorations and prostheses

• Published in: Anatomical sciences education 2024-09, Vol.17 (6), p.1251-1264
• Main Authors: Pang, MengWei, Tong, XueLu, Zhao, XiaoHan, Wan, JiaWu, Yin, HuBin, Yu, Na, Ma, ChaoYi, Zhang, WeiYi, Xu, YiHan, Ren, YingQi, Xiong, ManYu, Kong, WeiJie, Luo, ZeXin, Yang, LanXin, Tan, FaBing, Li, Yi, Fu, XiaoMing, Huang, YuanDing, Song, Jinlin, Yang, Sheng, Ji, Ping
• Format: Article
• Language: English
• Subjects: Adult; Anatomy; Anatomy - education; Cognition & reasoning; Computer Assisted Instruction; Computer-Aided Design; Computer-Assisted Instruction - methods; Computers; Curriculum; dental anatomy; Dental Prosthesis; Dental Prosthesis Design; Dental Restoration, Permanent - methods; dental sketching; dental technology; Dentistry; Education, Dental - methods; Educational Measurement - statistics & numerical data; Female; Humans; Learning; Least Squares Statistics; Male; mediating effect; Skills; Student Improvement; Students; Students, Dental; Thinking Skills; Young Adult
• ISSN: 1935-9772; 1935-9780; 1935-9780
• DOI: 10.1002/ase.2468

Dental anatomy education for dental technology students should be developed in alignment with digital dental laboratory practices. We hypothesized that a virtually assisted sketching‐based dental anatomy teaching module could improve students' acquisition of skills essential for digital restoration design. The second‐year dental technology curriculum included a novel virtual technology‐assisted sketching‐based module for dental anatomy education. Pre‐ and post‐course assessments evaluated students' skill sets and knowledge bases. Computer‐aided design (CAD) scores were analyzed after one year to assess how the skills students developed through this module impacted their subsequent CAD performance. Participants who undertook the dental sketching‐based teaching module demonstrated significantly improved theoretical knowledge of dental anatomy, dental aesthetic perception, and spatial reasoning skills. A partial least squares structural equation model indicated that the positive effects of this module on subsequent CAD performance were indirectly mediated by dental aesthetic perception, spatial reasoning, and practice time. A virtually assisted sketching‐based dental anatomy teaching module significantly improved students' acquisition of skills and knowledge and positively mediated dental technology students' CAD performance.