Dental students' perceptions on a simulated practice using patient-based customised typodonts during the transition from preclinical to clinical education

Purpose/Objectives Dental students experience difficulties during the transition from preclinical to clinical curriculum. In order to help the students to adapt to the clinical education programme, a simulated practice using patient-based customised models was introduced in this study to prepare for their first clinical practice. Methods This study included 45 third-year predoctoral students (D3 students) who were about to perform the preparation of a single crown abutment on their first patient. After practicing abutment preparation using simulated models and providing the actual treatment to their own patient, the students were surveyed to investigate their perceptions on the simulated practice using the 3D-printed customised typodont model. The statistical analysis of the quantitative data and the thematic analysis of the qualitative data were conducted. Results Regarding this simulation, more than 80% of the students gave positive feedback on their practice of (a) operative positions and postures, (b) finger rest, (c) occlusal reduction, (d) axial reduction and (e) proximal reduction. Student responses on the open-ended questions about how they perceived the usefulness of this simulation were categorised as First clinical case, Patient-based model and Realistic simulation environment. In addition, a number of improvements of the simulation were also suggested by the students including the typodont and the manikin. Conclusions This study gives insights into the significance of simulated practice using patient-based customised typodonts as a transitional education tool and its direction of development in the field of restorative treatments accompanied by irreversible tooth preparations.

Automated summary

The study demonstrates the significance of simulated practice using patient-based customised models for dental students transitioning from preclinical to clinical curriculum. The feedback and suggestions from students indicate positive impacts on their skills and cognition through this simulation practice.