Student Perceptions of 360

introductionThis study evaluated and compared the effectiveness of a novel 3D imaged models (3D IMs) and physical reference models in supporting student learning of indirect tooth preparations. MATERIALS AND

methodsFourth-year dental students from 2021 (N = 69) and 2022 (N = 54) received access to 3D IMs and real-sized plastic models featuring inlays, veneers and other restorations. A 5-point Likert scale questionnaire assessed the perceived impact of both resources on students' learning. Open-ended responses were thematically analysed to identify common themes in student perceptions.

resultsMann-Whitney U test indicated clear differences between the two cohorts. The 2022 students rated the 3D IMs more positively for visualisation, understanding and self-assessment skills (p < 0.001). While both cohorts agreed that physical models aided hands-on learning, the 2022 cohort gave consistently higher ratings to 3D IMs. Spearman's rank correlations showed meaningful associations between Likert items. Thematic analysis showed mixed perceptions and access challenges in 2021, along with suggestions for improving physical models. In contrast, the 2022 cohort expressed more positive views and recommended enhancements such as annotations, measurement indicators and broader integration of 3D IMs into the curriculum.

conclusionThis study suggests that 3D IMs can support students' visualisation, understanding and self-assessment of tooth preparations, while physical models remain valuable for hands-on learners. Adapting teaching tools to accommodate diverse learning preferences and expanding access across the curriculum may further enhance learning outcomes. Further research with larger cohorts and longitudinal follow-up is needed to confirm these preliminary findings and assess their long-term educational impact.