Utilizing 3D Model and Comparison Software Tools in Improving Assessment Methods: A Pilot Study

Purpose/Objectives: This manuscript investigates the effectiveness of computer-assisted design and manufacturing (CAD/CAM) technology in preclinical dental education. The COVID-19 pandemic created a need for remote teaching approaches. In preclinical fixed prosthodontics courses, traditional evaluation methods rely on faculty to visually grade laboratory projects utilizing rubrics and 2D images. Assessment and feedback vary amongst faculty, and faculty calibration has been inconsistent in reducing intra-and inter-rater variability. This study aimed to compare faculty assessment of student full coverage crown (FCC) preparations traditionally versus digitally through 3D model visual assessment and/or comparative analysis software reports. Methods: Eighteen UTHealth Houston School of Dentistry faculty participated, each randomly assigned into one of three assessment groups: traditional visual Group (TV), 3D Group (3D), and 3D visual assessment supplemented with comparative analysis software report (3D+) Group. Faculty graded the same eight lithium disilicate typodont preparations for all three assessment groups. Results: Survey results showed the ease of use and efficiency among the three assessment methods varied significantly. Grading scores revealed that axial wall reduction significantly differed among the three assessment methods. Conclusion: This study concludes that the combination of the two digital assessment methods can overcome the limitations of traditional evaluation methods and digital methods alone by providing objective feedback to students and enhancing their learning experience.