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Abstract Objectives To evaluate the assessment scores of a novel digital training program versus traditional training in dental preclinical crown preparation. Methods Crown preparations in two consecutive preclinical training sessions were retrospectively collected and assigned to three groups: traditional group (TG), scanning group (SG), and digital evaluation group (DG). Students in the TG ( n = 20) were taught by conventional visual grading, while students in the SG ( n = 25) received three‐dimensional feedback from digitally scanned preparations. All the SG students continued with supplementary digital evaluation and preparations were allocated into the DG ( n = 25). Comparison of total scores between groups was investigated using independent samples t ‐test and paired samples t ‐test. Mann‒Whitney U ‐test and Wilcoxon signed‐rank test were used to statistically analyze the differences in subdividing categories. The level of significance was p < 0.05. Questionnaires on the digital evaluation procedure were answered by students in DG. Results The results showed a significant improvement ( p < 0.01) in the total scores of DG than those of TG and SG, while there were no statistically significant differences between TG and SG. Scores of surface finish and undercut improved significantly in DG compared to TG and SG. The reduction scores of DG were significantly higher than those of SG. Students’ feedback indicated a positive perspective on the implementation of the novel digital evaluation technology. Conclusions These findings suggest that digital evaluation technology is useful for preclinical crown preparation training. Attention should also be paid to studying the optimal integration of digital dentistry into traditional dental curricula and its effects on students’ learning curves.
Chen et al. (2024) studied this question.