Int Endod J. 2025 Jul 4. doi: 10.1111/iej.14276. Online ahead of print.
ABSTRACT
AIM: This study evaluated the effectiveness of three-dimensional prototyped macro-models (3DPMM) as an educational aid for teaching endodontic access to dental students.
METHODOLOGY: A total of 72 students were randomly assigned to three groups (n = 24) and participated in study sessions with 3DPMM at different stages: before, during (intermediate) or after performing laboratory projects. The timing of the 3DPMM study sessions rotated across groups for different tooth types (anterior, premolar and molar). Each student performed endodontic access on nine teeth (four anterior, three premolars and two molars). Students completed a questionnaire evaluating their learning experience and confidence. Endodontic access projects were graded by masked instructors, and the data were statistically analysed (α = 0.05).
RESULTS: Students rated their learning experience with the 3DPMM positively, regardless of their differences based on group assignment, tooth type or timing of the study session (p > .05). Procedural errors were observed in 47% of the teeth, with 35.6% exhibiting one error and 11.4% exhibiting two errors. The most common errors included gouging (26.6%) and oversized access cavities (23.5%). Students who completed endodontic access before using the 3DPMM had a significantly higher frequency of multiple errors, oversized access cavities and retained pulp chamber roof (p < .05). Approximately 60% of participants reported increased confidence after using the models, regardless of group assignment, tooth type or study session timing (p > .05).
CONCLUSION: The findings suggest that integrating 3DPMM enhanced students’ understanding of internal tooth anatomy, increased their confidence and reduced procedural errors. Students appreciated the hands-on, interactive learning experience offered by the models, reinforcing the value of innovative educational tools in endodontic training.
PMID:40616197 | DOI:10.1111/iej.14276
