Impact of fully guided implant planning software training on the knowledge acquisition and satisfaction of dental undergraduate students

• Published in: Medical education online Vol. 28; no. 1; p. 2239453
• Main Authors: Shetty, Shishir Ram, Murray, Colin Alexander, Al Kawas, Sausan, Jaser, Sara, Al-Rawi, Natheer, Talaat, Wael, Narasimhan, Sangeetha, Shetty, Sunaina, Adtani, Pooja, Hegde, Shruthi
• Format: Journal Article
• Language: English
• Published: United States Taylor & Francis 01.12.2023; Taylor & Francis Ltd; Taylor & Francis Group
• Subjects: Acquisition; Clinical training; College students; Curricula; dental students; Dentistry; Didacticism; education; Hands; implant planning software; Knowledge acquisition; Lectures; Medical education; Medical students; Radiology; satisfaction; Software; Teaching; Tests; Undergraduate students; dental students; education; implant planning software; satisfaction; knowledge acquisition
• ISSN: 1087-2981; 1087-2981
• DOI: 10.1080/10872981.2023.2239453

A majority of dental school students do not undergo hands-on clinical training in implantology in the undergraduate curriculum. Training is usually restricted to pre-implant evaluation and post-implant prostheses. Virtual implant planning software (VIPS) provides an alternative opportunity for undergraduate students to experience implant planning much before gaining hands-on experience. However, not many studies have the contribution of VIPS to the knowledge acquisition of students. We conducted a preliminary study to evaluate the knowledge acquisition of the students when exposed to a hands-on session of VIPS. We also evaluated students' satisfaction levels, when exposed to hands-on training in fully guided implant planning software. A two-part theory lecture on fully guided implant planning was delivered to 90, 5th (final)-year dental undergraduate students by the oral radiology faculty. The students were then randomly divided into three groups. Group A was exposed to didactic lectures only. Group B was shown a video for fully guided implant planning in addition to the didactic lecture. Group C was shown a video for fully guided implant planning in addition to a didactic lecture and then performed a hands-on session of virtual implant planning under faculty guidance. Students from all groups were given an MCQ-based test. After the completion of the test students from group A and B also received VIPS hands-on training. Students from all three groups answered and a feedback questionnaire regarding their satisfaction levels with VIPS. The overall test score of students in Group C was higher than their colleagues in both Groups A and B and the differences were statistically significant (p = 0.01). More than 85% of the students were satisfied with the teaching approach. The utilization of VIPS in the training of dental undergraduate students improves their performance confirming better knowledge acquisition and content mastery.