PURPOSE: This study aimed to explore the effectiveness of a novel orientation gauge for undergraduate learning in implant dentistry hands-on practice. MATERIALS AND METHODS: The individualized simulation models were processed based on cone beam computed tomography (CBCT) and intraoral scanning of a patient with an absence of bilateral mandibular first molars. A novel orientation gauge was invented to instruct students to place implants and assess dental implant buccal-lingual, mesial-distal, or coronal-apical penetration position deviations. Ninety-eight students were randomly enrolled in the implant dentistry program and assigned to the gauge group (n = 47) and the control group (n = 49). Pre-class videos of an implant surgery operation by freehand were given to students 1 week before class. For the gauge group, an extra PowerPoint on the application of the novel orientation gauge was presented before class. Then, students are required to perform implant placement and complete questionnaires before/after class. CBCT and the orientation gauge were used to evaluate the three-dimensional (3D) accuracy of the implant placement. Students' perception related to the clinical practice skills was judged by questionnaire results. RESULTS: The linear deviation of the CBCT examination showed a significant difference concerning angular deviation (p = 0.0193). A significant mesial-distal deviation was observed in the gauge group compared with the control group (mean: 0.5233 vs. 0.9259 mm, p = 0.0077), according to the absolute restoration-level deviation value. A tendency to reduce the buccal-lingual implantation deviation was also noticed in the gauge group (p = 0.0640). Significant differences were elicited in the students' responses before and after training in both groups (p < 0.001). Students' questionnaires showed better results in surgical procedures understanding, prosthetically driven implantology knowledge, the precise 3D spatial position of dental implants, and the usage of surgical cassettes before/after simulation training in the gauge group. CONCLUSION: The novel orientation gauge can help students reduce implant placement deviations and enhance their understanding of the implant surgery process.
Wu et al. (Thu,) studied this question.