Ahmed Mahrous

Purpose: The purpose of this study was to compare student performance in removable partial denture (RPD) design during a pre‐clinical RPD course with and without using a recently developed computer software named AiDental. Additionally, student perceptions associated with the use of this software were assessed.Methods: The AiDental software consists of a learning environment containing an RPD design system that automatically designs RPDs based on the user's input. The software also contains an RPD game component that compares the user's RPD Design to an automatically generated RPD ideal design. The study was conducted in two phases. In phase one, pre‐clinical second‐year dental students who participated in the study were randomly divided into two groups: The AiDental group with AiDental software access (n = 36), and the conventional group without software access (n = 37). Both groups received conventional RPD instruction and practice, however, the AiDental group had additional access to the AiDental software. After 2 weeks, both groups took a mock practical test, which was collected and graded by the principal investigator (PI). The PI was blinded from group assignment and no identifying information was used in the mock practical. In phase two, all students were granted access to the AiDental software for the remainder of the pre‐clinical course duration. At the conclusion of the course, all students were given a survey to evaluate their perceptions of the AiDental software. Descriptive statistics were calculated and analyzed. Variables related to perceptions of both the AiDental designer and game were assessed using Spearman's rank correlation test, the chi‐square test, Fisher's exact test, and the non‐parametric Wilcoxon rank‐sum test as appropriate. In addition, a thematic analysis of the responses to the optional comments section was conducted using the Braun and Clarke method.Results: Phase one results showed that subjects in the AiDental group were more likely than subjects in the conventional group to receive a final grade of A or B. Phase two results showed generally favorable student perceptions towards the software, and additionally, the results showed that age was significantly negatively correlated with ease of use of the software, improving decision‐making, and critical thinking relative to RPD design choices. However, no correlation between age and using the software as a reference were noted.Conclusions: The use of AiDental's automated feedback and gamification techniques in RPD education had a positive effect on student grades and it was well‐liked by students. Thus, the results suggest that AiDental has the potential to be a useful adjunct to pre‐clinical teaching.

Conceptualizing: The next patient interaction is logical, essential, and largely done intuitively.Main purpose: To design and test a succinct learning guide for student guidance and student‐faculty interaction in conceptualizing the next patient interaction.Methods: In 2021 and 2022, faculty scored questions from 1–5: Recognize deviation from the ideal? Articulate how and how much the situation deviated? Gage consequences of the situation? Assess own capabilities? To what extent does the student have a clear grasp of the procedural outcome? Faculty were also given open‐ended questions.Results: Forty‐eight reports were completed, 25 D3 and 23 D4. Three hundred thirty‐five faculty entries were made in the questions calling for a 1–5 response out of a possible 336 responses. Statistically significant differences were noted. Students were better able to recognize the situation as different from ideal than to articulate how and how much the situation deviated. Students were better able to grasp how and how much this situation differs from the ideal than to assess own capabilities. D4 students were better able to recognize deviation from the ideal and to articulate how and how much the situation deviated than were D3 students. For open‐ended questions, more students were scored as “Prepared” than were scored as “Unsure” and “Missed” combined.Conclusions: The exercise is seen as a succinct and constructive (nonjudgmental) path to guide the student's conceptualization of the next patient encounter before the encounter begins. Next steps will be incremental for wider use in a clinical teaching environment.

Purpose/Objectives: To assess student perceptions on learning dental anatomy using natural extracted teeth, 3D printed models, 3D virtual models, and augmented reality (AR) technology. Methods: Eighty first‐year dental students enrolled in the dental anatomy course were instructed to examine four stations. The stations included four versions of a mandibular first molar: an extracted natural tooth, a 3D printed model, a 3D virtual model, and a model displayed on a novel AR device. After examining all stations, the students were asked to complete an electronic survey. Bivariate analysis was performed to determine whether students’ perceptions are related to their demographic characteristics and technological experience with computer use, 3D modeling, and video games. Results: Seventy students completed the survey (87.5% response rate). Students rated natural teeth to have the highest educational value, the 3D printed tooth to be the most accessible, and the AR application to be the most interesting modality. Students who played little to no video games were more likely to rate AR as high educational value (48.8% vs. 10.3%; p < 0.001), while students with little 3D modeling experience were more likely to rate high accessibility of the 3D Model (78.1% vs. 48.3%; p < 0.001). No statistically significant associations between the perceptions and students’ demographic characteristics or use of computer were noted.Conclusion: The natural extracted tooth was rated highest in educational value, while the 3D printed model was rated easiest to use, and the AR model was the most interesting to the students.

Introduction The conventional method for teaching removable partial denture (RPD) design using a pencil drawing on a solid cast has always been the basis for teaching RPD design in most dental scho...

Global disruptions caused by coronavirus disease 2019 (COVID‐19) affects all walks of life, and dentistry and dental education are no exceptions. Dental education uniquely blends didactic courses and hands‐on clinical training seamlessly to prepare oral healthcare providers of the future. Apart from economical and access to care implications, closure of all the dental institutions in the United States affects their educational mission greatly, equally disturbing pre‐doctoral and graduate training. Efforts are ongoing to continue the educational mission in dental institutions by delivering scheduled course content remotely using multiple online tools. In spite of those efforts, since clinical experiences cannot be completely replaced by any available alternative method of instruction that is delivered remotely, students are missing out on valuable patient‐based clinical experiences. In this perspective article, we briefly discuss the several implications of COVID‐19, in the context of dental education. We then highlight some of the lessons we can learn from this pandemic which we hope will have several positive implications, including curricular changes, increased public health awareness and preparedness for future public health emergencies.

Critical thinking is ubiquitous in patient care. One track for critical thinking develops skillsets emulating the thought process of the master clinician using probing questions and has been offered in treatment planning, literature search, and critique, risk assessment in caries and geriatrics, technology decision‐making, EBD, and IPP. This paper offers 2 additional critical thinking skillsets following this emulation model in social work and ethics. Conceptualization, another form of critical thinking, is also ubiquitous in health care, yet almost no literature exists to guide learning and assess performance on conceptualization. This paper introduces for discussion 2 examples of conceptualization—“How and how much does this situation differ from the ideal?” and “How does the student/practitioner conceptualize the outcome prior to the imminent procedure?” —used continually by the practitioner in patient care situations. The result is 4 additional critical thinking skillsets at different stages of development in the armamentarium for the teacher.

In order to provide restorations and dental prostheses that are esthetically pleasing, functional and in harmony with a patient's occlusion, practitioners must have a thorough knowledge of dental anatomy. Recent studies have shown that virtual three‐dimensional (3D) models greatly enhance educational outcomes in dental anatomy courses. This article describes a novel educational technique and uses videos and web‐based portals to demonstrate how to create a virtual 3D tooth model from a scan of a natural tooth for use in dental anatomy courses.