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Evolution in the Ability to Perform Preclinical Preparations by Undergraduate Dentistry Students

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Title: Evolution in the Ability to Perform Preclinical Preparations by Undergraduate Dentistry Students
Language: English
Authors: Ana Carolina Medeiros Barbosa, Fernanda Costa Souza, Erika Blum Camarano, Ênio Lacerda Vilaça, Rodrigo Richard da Silveira, Guilherme Costa Carvalho Silva
Source: Journal of Education and Learning. 2025 14(6):94-102.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, Dental Schools, Dentistry, Teaching Methods, Skill Development, Technology Uses in Education, Educational Technology, Progress Monitoring, Instructional Effectiveness
Geographic Terms: Brazil
ISSN: 1927-5250
1927-5269
Abstract: This study evaluated the effectiveness of traditional teaching methods in developing students' practical skills in the Laboratory Practice in Indirect Restorations (LPIR) course at the School of Dentistry, Universidade Federal de Minas Gerais (FAO-UFMG). A qualitative before-and-after study was conducted with 25 fifth-semester undergraduate dental students to assess the quality of cavity preparations for indirect esthetic onlay restorations performed on mannequin teeth. Preparations were evaluated twice during the academic semester. The first evaluation occurred after a professor-led demonstration, and the second followed a supervised practical repetition period. A digital assessment tool was used to compare preparation characteristics and monitor student progress. The results demonstrated a significant reduction in preparation errors over time, indicating that the traditional teaching methods applied effectively enhanced the students' clinical performance. Furthermore, the digital tool was found to be a useful supplement to instructor evaluations, identifying frequent errors and enabling more precise, personalized feedback. These findings indicate that integrating digital assessment tools and traditional teaching strategies is a promising approach for improving dental education and student learning outcomes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1487106
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Ana+Carolina+Medeiros+Barbosa%22">Ana Carolina Medeiros Barbosa</searchLink><br /><searchLink fieldCode="AR" term="%22Fernanda+Costa+Souza%22">Fernanda Costa Souza</searchLink><br /><searchLink fieldCode="AR" term="%22Erika+Blum+Camarano%22">Erika Blum Camarano</searchLink><br /><searchLink fieldCode="AR" term="%22Ênio+Lacerda+Vilaça%22">Ênio Lacerda Vilaça</searchLink><br /><searchLink fieldCode="AR" term="%22Rodrigo+Richard+da+Silveira%22">Rodrigo Richard da Silveira</searchLink><br /><searchLink fieldCode="AR" term="%22Guilherme+Costa+Carvalho+Silva%22">Guilherme Costa Carvalho Silva</searchLink>
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
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  Data: This study evaluated the effectiveness of traditional teaching methods in developing students' practical skills in the Laboratory Practice in Indirect Restorations (LPIR) course at the School of Dentistry, Universidade Federal de Minas Gerais (FAO-UFMG). A qualitative before-and-after study was conducted with 25 fifth-semester undergraduate dental students to assess the quality of cavity preparations for indirect esthetic onlay restorations performed on mannequin teeth. Preparations were evaluated twice during the academic semester. The first evaluation occurred after a professor-led demonstration, and the second followed a supervised practical repetition period. A digital assessment tool was used to compare preparation characteristics and monitor student progress. The results demonstrated a significant reduction in preparation errors over time, indicating that the traditional teaching methods applied effectively enhanced the students' clinical performance. Furthermore, the digital tool was found to be a useful supplement to instructor evaluations, identifying frequent errors and enabling more precise, personalized feedback. These findings indicate that integrating digital assessment tools and traditional teaching strategies is a promising approach for improving dental education and student learning outcomes.
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Dental Schools
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      – TitleFull: Evolution in the Ability to Perform Preclinical Preparations by Undergraduate Dentistry Students
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