Evaluating The Pedagogical Value of 3D-Printed Teaching Models in Operative and Restorative Dental Education

Abstract

This project aimed to explore the potential pedagogical value that could be introduced by 3D-printing technology to aid in pre-clinical learning. The approach was designed to include both students and teachers in the design, creation, and implementation of the newly printed teaching models through a co-creation research model. This was achieved by collecting data through qualitative methods such as free-text exercise, 1-on-1 interviews, and focus groups. Framework thematic qualitative analysis of the data was conducted to identify emerging themes, and the results were used to created new 3D-printed practical and visual models for use in pre-clinical education. The models were introduced to pre-clinical teachers, where they received positive feedback. The models were then implemented into a pre-clinical restorative course where the students were given the chance to perform a full restorative procedure using the newly created models. A quantitative questionnaire was given to the students to evaluate the perceived educational value of the new models. The models received mostly positive feedback from the students involved in this project. Finally, focus groups were conducted with the students involved in the pre-clinical session to explore their thoughts and experiences with the new 3D-printed models, and to expand upon and explain the results from the quantitative questionnaire. Valuable insights were gained into the impact of the newly introduced 3D-printed models. The reception of the models was mostly positive with the students finding value in what the new models were able to introduce into pre-clinical learning. Several avenues for improvement were suggested by both the teachers and students.