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Randomized Controlled Trial
. 2023 Dec;28(1):2239453.
doi: 10.1080/10872981.2023.2239453.

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

Shishir Ram Shetty  1 , Colin Alexander Murray  1 , Sausan Al Kawas  1 , Sara Jaser  1 , Natheer Al-Rawi  1 , Wael Talaat  1 , Sangeetha Narasimhan  1 , Sunaina Shetty  1 , Pooja Adtani  2 , Shruthi Hegde  3
Affiliations
Randomized Controlled Trial

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

Shishir Ram Shetty et al. Med Educ Online. 2023 Dec.

Abstract

Background: 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.

Methods: 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.

Results: 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.

Conclusions: The utilization of VIPS in the training of dental undergraduate students improves their performance confirming better knowledge acquisition and content mastery.

Keywords: dental students; education; implant planning software; knowledge acquisition; satisfaction.

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Conflict of interest statement

No potential conflict of interest was reported by the author(s).

Figures

Figure 1.
Figure 1.
CONSORT flowchart of the methodology followed in the study.
Figure 2.
Figure 2.
Showing the basic steps in virtual implant planning procedure. A-Mapping the intraoral scan with CBCT. B-Mapping of virtual crown with CBCT. C- position the implant using implant centric view. D- preparation of the virtual surgical guide.
Figure 3.
Figure 3.
Graph showing results of the questionnaire regarding fully guided implant planning.
Figure 4.
Figure 4.
Pie chart showing students’ views on virtual implant planning.
See this image and copyright information in PMC

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