EDUCATIONAL EFFECT OF VIRTUAL ORTHODONTIC PATIENT SCREENING IN UNDERGRADUATE DENTAL CURRICULA

Abstract

Objectives: Traditional orthodontic records rely on 2D photos and radiographs, which has potential to mask true 3D relationships. Our educational program has relied on 2D records in dental student assessment of sagittal, vertical and transverse dental and skeletal relationships in malocclusions. Recent curriculum transition from 2D records to utilizing iTero’s intraoral scanner has incorporated 3D records into assessments to determine if dental students could better understand and diagnose dental relationships based on true 3D relationships. Differences in the performance of 2 junior dental classes diagnostic decision assessments are compared; the Class of 2021 using 2D records, and the Class of 2022 using 3D records. Methods: Two junior year classes, Class of 2021 and 2022 (n=298), were compared for differences in total scores of assessments of 10 diagnostic decisions as well as individual question assessments (n=119). These included stages of dental development, dental and skeletal malocclusion in 3 planes of space & maxillary and mandibular arch discrepancy. In a second comparison involving voluntary participants from Class of 2022 (n=28), differences in diagnostic decisions between 2D and 3D records of 5 virtual patients were compared. Results: The mean scores of the junior dental students diagnostic decision assessments were compared by class. The Class of 2021 (n=150) had a mean score of 9.54, and 2022 (n=148) had a mean of 9.68. An independent samples t-test found a significant difference (p < 0.000). There was no significance found comparing individual question assessment. In the second comparison, there was significance found for individual question comparison of diagnostic decisions between 2D and 3D records in 5 virtual patients using a chi-square test (p=.023). Conclusion: An overall increase in scores was reported in the Class of 2022 (using 3D scans) indicating the benefit of virtual records for instruction of orthodontic diagnosis and treatment planning. This is further suggested by the increased number of correct answers while using 3D records to diagnose virtual patients. Virtual dental scans, which replicate the actual dentition, enhances students’ diagnostic abilities. These findings most likely underestimate the overall educational impact of 3D images, since 2D radiographs were used.