Development of a three‐dimensional printed model from a digital impression of a real patient for aesthetic dentistry undergraduate teaching

Introduction The acquisition of skills and manual dexterity in aesthetic dentistry in undergraduate teaching requires preclinical practices with simulation that should approximate real clinical situations. Objective We will present a digital procedure for the creation of three‐dimensional (3D) resin...

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Bibliographic Details
Published in:	Journal of dental education Vol. 88; no. 8; pp. 1144 - 1158
Main Authors:	Arroyo‐Bote, Sebastiana, Bennasar‐Verger, Catalina, Martínez‐Jover, Andrés, Ferragut‐Pina, Pablo, Riutot‐Sbert, Pere, López‐González, Ángel Arturo, Barkvol, Pål
Format:	Journal Article
Language:	English
Published:	United States 01-08-2024
Subjects:	composite resins curriculum dental aesthetics dental education dental schools surveys and questionnaires teaching dental education dental aesthetics composite resins teaching curriculum surveys and questionnaires dental schools
Online Access:	Get full text
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Summary:	Introduction The acquisition of skills and manual dexterity in aesthetic dentistry in undergraduate teaching requires preclinical practices with simulation that should approximate real clinical situations. Objective We will present a digital procedure for the creation of three‐dimensional (3D) resin models adapted to the practices of the Aesthetic Dentistry course. Material and method Stereolithography or Standard Tesellation Language (STL) files of a real patient were previously obtained with a 3‐shape intraoral scanner. Using the Exocad computer programme for dental prosthesis design, various modifications were made, such as incisor rotation, surface alterations imitating dysplasias or erosions, the creation of diastemas, or even changes in tooth size. The virtual model was printed in resin for use by students. Once the practices were finished, the students and the teachers evaluated the use of the 3D printed models. Results The result is the typodont model, in which seven laboratory sessions took place: 1‐Restoration of conoid tooth morphology, 2‐Cervical abrasion/ erosion restoration, 3‐Direct Composite Veneer, 4‐Aesthetic correction in a tooth with rotation, 5‐Diastem closure, 6‐Occlusal abrasions/ erosion, and 7‐Maryland bridge. 90.48% of the students evaluated the designed 3D model as the best method for laboratory practice compared to other methods, obtaining a general assessment of 8.3 out of 10. Conclusion The method used has provided a reproducible standard analog model for direct aesthetic dental restoration practice, with a good assessment by students and teachers.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	0022-0337 1930-7837 1930-7837
DOI:	10.1002/jdd.13552