ArticleJournal of dental education2026
Evaluating the Effectiveness of 3D-Printed Models in Tooth Morphology Training for Students.
Article in Journal of dental education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
Abstract
PURPOSE/
objectivesTooth morphology is a fundamental aspect of dental education, essential for various clinical disciplines. Traditional teaching methods, such as 2D visualizations, gypsum models, and wax or soap carving, have been widely used to develop students' spatial understanding and manual skills. However, the integration of 3D-printed models offers a novel approach that may enhance learning by providing a more accurate representation of dental morphology. This study aimed to assess the effectiveness of 3D-printed models in learning tooth morphology by comparing their impact on students' practical and theoretical performance with traditional teaching methods.
methodsDental students were divided into two groups: one utilizing 3D-printed models alongside traditional methods and another relying solely on conventional gypsum and 2D visualizations. Practical assessments included soap tooth carving and wax modelling, while theoretical knowledge was evaluated through a written examination. Additionally, students completed a questionnaire to provide feedback on their experience with the 3D-printed models.
resultsStudents who used 3D-printed models achieved significantly higher scores in the soap tooth carving task, demonstrating improved accuracy and anatomical detail. However, there was no significant difference in the wax modelling scores between the two groups, suggesting that advanced manual dexterity skills are not solely dependent on 3D visualization. Theoretical examination results also showed no significant difference, indicating that 3D models primarily enhance practical skills rather than theoretical comprehension. Over 80% of students reported that 3D-printed models were highly beneficial in understanding tooth anatomy and improving carving skills. CONCLUSION(S): The findings suggest that 3D-printed models serve as a valuable tool for enhancing practical skills in dental education. While they do not replace traditional methods, they effectively support hands-on learning and visualization.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.