ArticleJMIR medical education2025
Enhancing Preclinical Training for Removable Partial Dentures Through Participatory 3D Simulation: Development and Usability Study.
Article in JMIR medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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6 authors.
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Abstract
Background: The integration of digital technology in dental education has been recognized for its potential to address the challenges in training removable partial denture (RPD) design. RPD framework design is crucial to long-term success in the treatment of dentition defects, but traditional training methods often fall short of adequately preparing students for real-world applications. Objective: This study aimed to evaluate the efficacy of a 3D simulation-based preclinical training software for RPDs in enhancing learning outcomes among first-year stomatology master's students, while also assessing user perceptions among students and faculty. Methods: RTS (Yikchi Siu) is a preclinical training software that simulates the clinical process of treating patients with partial edentulism. In this study, 26 newly enrolled master's degree students in stomatology who volunteered to participate were randomly divided into a control group (n=13) and a training group (n=13). The training group used the RTS for 2 credit hours (90 min) of self-study, while the control group received theoretical lessons and case practice from an instructor. After 2 hours, both groups completed the theoretical knowledge and drawing tests for RPD simultaneously. Test results were evaluated and graded by 2 experts in prosthodontics. Both users and teachers filled out a questionnaire afterward about their training experience. Results: Participants in the training group obtained better final grades compared to controls (theoretical test: 88.8, SD 2.3; 85.7, SD 3.3, respectively; P=.01; drawing test: 89.8, SD 4.5; 85.1, SD 4.3, respectively; P=.01). The training group had a shorter completion time in the drawing test (12.6, SD 19 min; 17.7, SD 3 min, respectively; P<.001) but there were no significant differences in the completion times in the theoretical test (23.2, SD 2.2 min; 24.9, SD 2.8 min, respectively; P=.14). Students and faculty generally had a favorable opinion of the RTS. Conclusions: The effectiveness of the RTS for newly enrolled master's degree students in stomatology to understand and apply their knowledge of RPD framework design was validated; the system was well received by both students and faculty members, who reported that it improved the effectiveness and convenience of teaching.
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