Development of a three‐dimensional printed model from a digital impression of a real patient for aesthetic dentistry undergraduate teaching

• Published in: Journal of dental education Vol. 88; no. 8; pp. 1144 - 1158
• Main Authors: Arroyo‐Bote, Sebastiana, Bennasar‐Verger, Catalina, Martínez‐Jover, Andrés, Ferragut‐Pina, Pablo, Riutot‐Sbert, Pere, López‐González, Ángel Arturo, Barkvol, Pål
• Format: Journal Article
• Language: English
• Published: United States 01.08.2024
• Subjects: composite resins; curriculum; dental aesthetics; dental education; dental schools; surveys and questionnaires; teaching; dental education; dental aesthetics; composite resins; teaching; curriculum; surveys and questionnaires; dental schools
• ISSN: 0022-0337; 1930-7837; 1930-7837
• DOI: 10.1002/jdd.13552

Introduction The acquisition of skills and manual dexterity in aesthetic dentistry in undergraduate teaching requires preclinical practices with simulation that should approximate real clinical situations. Objective We will present a digital procedure for the creation of three‐dimensional (3D) resin models adapted to the practices of the Aesthetic Dentistry course. Material and method Stereolithography or Standard Tesellation Language (STL) files of a real patient were previously obtained with a 3‐shape intraoral scanner. Using the Exocad computer programme for dental prosthesis design, various modifications were made, such as incisor rotation, surface alterations imitating dysplasias or erosions, the creation of diastemas, or even changes in tooth size. The virtual model was printed in resin for use by students. Once the practices were finished, the students and the teachers evaluated the use of the 3D printed models. Results The result is the typodont model, in which seven laboratory sessions took place: 1‐Restoration of conoid tooth morphology, 2‐Cervical abrasion/ erosion restoration, 3‐Direct Composite Veneer, 4‐Aesthetic correction in a tooth with rotation, 5‐Diastem closure, 6‐Occlusal abrasions/ erosion, and 7‐Maryland bridge. 90.48% of the students evaluated the designed 3D model as the best method for laboratory practice compared to other methods, obtaining a general assessment of 8.3 out of 10. Conclusion The method used has provided a reproducible standard analog model for direct aesthetic dental restoration practice, with a good assessment by students and teachers.