Faculty Bibliography

Laboratory communication in dentistry involves the exchange of detailed information between clinicians and technicians for fabricating restorations, ensuring optimal patient outcomes. Effective communication includes written narratives, photographs, digital scans, and physical materials. Clinicians must understand laboratory processes, while technicians need to interpret and execute requests accurately. Certification and adherence to legal standards are essential. Effective communication impacts patient care by ensuring proper case planning, patient education, and setting realistic expectations. Clear, precise exchanges between clinicians and technicians are crucial for quality and compliance, fostering a collaborative and respectful relationship that ultimately benefits patient care outcomes.

INTRODUCTION/BACKGROUND:Objective Structured Clinical Examinations (OSCEs) serve as a reliable assessment tool for clinical and competency evaluation. Traditional OSCEs, involving live patients, present logistical challenges and evoke student anxiety. In an effort to create a comprehensive clinical series of examinations, electronic OSCEs (e-OSCEs) were developed for assessing clinical competencies in prosthodontics at a large dental school. This manuscript aims to describe e-OSCEs as a competency assessment. METHODS:The e-OSCEs were implemented for the graduating classes from 2014 to 2023, covering categories of Single-unit Crowns and Fixed Partial Dentures, Implants, Removable Partial Dentures and Complete Dentures. A digital library of clinically relevant questions was developed to simulate chairside scenarios. Competence in any area was defined as scoring a 100% where questions were taken from a pool that represented the full scope of the clinical procedure. RESULTS:Ten-year retrospective data indicate sustained student performance over the years, with the majority achieving competence after three e-OSCE attempts. DISCUSSION/CONCLUSIONS:Advantages of the e-OSCE include standardised assessments, reduced examiner bias and adaptability to external disruptions in addition to fair and relevant evaluations, cost-effectiveness and test security. Evaluation of e-OSCE outcomes allows ease of analysis for curriculum enhancement and modification. CONCLUSION/CONCLUSIONS:The e-OSCE method of clinical assessment offers a standardised, clinically equivalent and efficient process for assessing dental students' competencies. The assessment methodology aligns with US accreditation standards and can be easily adapted by other institutions with different grading parameters for comprehensive clinical assessments. This approach provides a feasible and effective method for assessments in dental education.

PURPOSE/OBJECTIVE:Gaining knowledge on the extent of digital technology implementation in dental education and the barriers to it will help inform future directions to promote the use of such technology and will enhance dental education. This study aimed to investigate the utilization of digitally fabricated removable prostheses and the potential obstacles to implementing such technology in US dental schools. METHODS:A survey was developed and distributed to the restorative dentistry department chairs and postdoctoral prosthodontic program directors. The survey delivery protocol included follow-up emails 1 week, 3 weeks, and 4 weeks after the initial email. The collected data were analyzed descriptively. RESULTS:The response rate was 85% and 45% for predoctoral and postdoctoral prosthodontic programs, respectively. The results showed that 88.06% of the predoctoral programs and 95.65% of the postdoctoral prosthodontic programs implement digital complete dentures in the curriculum; however, the digital removable partial dentures implementation rate was recorded at 70.77% in predoctoral programs and 61.9% in postdoctoral prosthodontic programs. CONCLUSIONS:Dental schools are challenged by cost, design software limitations, IT and laboratory support, and faculty training. Multifaceted support is instrumental in further implementing digital removable prosthodontics into dental education.

OBJECTIVE: This work aims to present a pilot study of a non-destructive dental histo-anatomical analysis technique as well as to push the boundaries of the presently available restorative workflows for the fabrication of highly customized ceramic restorations. MATERIALS AND METHODS: An extracted human maxillary central incisor was subject to a micro computed tomography scan and the acquired data was transferred into a workstation, reconstructed, segmented, evaluated and later imported into a Computer-Aided Design/Computer-Aided Manufacturing software for the fabrication of a ceramic resin-bonded prosthesis. RESULTS: The obtained prosthesis presented an encouraging optical behavior and was used clinically as final restoration. CONCLUSION: The digitally layered restorative replication of natural tooth morphology presents today as a clear possibility. New clinical and laboratory-fabricated, biologically inspired digital restorative protocols are to be expected in the near future. CLINICAL SIGNIFICANCE: The digitally layered restorative replication of natural tooth morphology presents today as a clear possibility. This pilot study may represent a stimulus for future research and applications of digital imaging as well as digital restorative workflows in service of esthetic dentistry.

STATEMENT OF PROBLEM: An electronic quality assurance (eQA) program was developed to replace a paper-based system and to address standards introduced by the Commission on Dental Accreditation (CODA) and to improve educational outcomes. This eQA program provides feedback to predoctoral dental students on prosthodontic laboratory steps at New York University College of Dentistry. PURPOSE: The purpose of this study was to compare the eQA program of performing laboratory quality assurance with the former paper-based format. MATERIAL AND METHODS: Fourth-year predoctoral dental students (n=334) who experienced both the paper-based and the electronic version of the quality assurance program were surveyed about their experiences. Additionally, data extracted from the eQA program were analyzed to identify areas of weakness in the curriculum. RESULTS: The study findings revealed that 73.8% of the students preferred the eQA program to the paper-based version. The average number of treatments that did not pass quality assurance standards was 119.5 per month. This indicated a 6.34% laboratory failure rate. Further analysis of these data revealed that 62.1% of the errors were related to fixed prosthodontic treatment, 27.9% to partial removable dental prostheses, and 10% to complete removable dental prostheses in the first 18 months of program implementation. CONCLUSIONS: The eQA program was favored by dental students who have experienced both electronic and paper-based versions of the system. Error type analysis can yield the ability to create customized faculty standardization sessions and refine the didactic and clinical teaching of the predoctoral students. This program was also able to link patient care activity with the student's laboratory activities, thus addressing the latest requirements of the CODA regarding the competence of graduates in evaluating laboratory work related to their patient care.