Association Between a 3D ‐Printed Simulation Model and Self‐Assessed Confidence in Dental Trauma Management

Introduction and Aim Simulation‐based learning using 3D‐printed models offers a promising approach to improve confidence in complex procedures. Dental trauma can lead to severe functional and esthetic consequences if not managed promptly and effectively. This study aimed to assess the impact of a novel 3D‐printed simulation model on self‐reported confidence in dental trauma management among undergraduate students. Methods An observational comparative study was conducted at the Department of Dentistry, Faculty of Health, Toulouse, France. Two cohorts were included: fifth‐year students who trained with the 3D‐printed model and sixth‐year students without simulation exposure. The model replicated avulsion, crown fracture with pulp exposure, and apexification in immature incisors. Self‐reported confidence in four key skills—tooth replantation, splinting, partial pulpotomy, and apexification—was measured on a 0–5 Likert scale. Between‐year comparisons were performed using Wilcoxon rank‐sum (Mann–Whitney U ) tests, and effect sizes ( r ) were computed. Results Fifth‐year students reported significantly higher confidence in tooth replantation ( p = 0.00029, r = 0.389) and apexification ( p < 0.000001, r = 0.559), indicating moderate to large educational effects. No significant differences were observed for emergency management, splinting, or partial pulpotomy. Conclusion High‐fidelity 3D‐printed models enhance self‐reported confidence in complex and infrequent dental trauma procedures, particularly apexification and replantation. Their integration into preclinical curricula may improve preparedness for real‐life emergencies and advanced endodontic management. Future studies should include objective performance measures and assess long‐term retention.