Introduction of a learning pathway combining passive and interactive formats in gerodontology: A pilot study.

Background: During the 2021-2022 academic year, an integrated curriculum in gerodontology, including interactive teaching activities, has been proposed from the second to the fifth year of initial training. This pilot study aimed to evaluate the educational impact of interactive online mandatory activities including three quizzes and a serious game (SG) offered to fourth-year students in addition to passive courses in gerodontology.

Materials And Methods: Students' participation in the quizzes and SG and their subsequent satisfaction were evaluated.

Complete Denture Preclinical Training Program and Digital Tools: A Pilot Study.

Purpose: To determine whether digital training improves conceptual skills acquisition for custom tray fabrication and tooth arrangement in the preclinical curriculum for complete denture fabrication.

Materials And Methods: A crossover design study compared third-year student grades after conventional (manual) and digital training. Half the students were trained with conventional techniques prior to digital, while the other half were trained with digital techniques prior to conventional.

Use of digital tools for preclinical training in complete denture: A pilot study.

Introduction: Advances in CAD-CAM complete dentures open up opportunities in preclinical laboratory education. A cross-over study was conducted to assess the benefit of digital training in custom tray fabrication. Hypotheses were that digital training improved conceptual skill acquisition and that assessment of digital work helps in the discrimination of students' difficulty.

Implementation of game-based training in oral rehabilitation of edentulous patients in an undergraduate dental course.

Background: Coronavirus disease-19 dramatically changed the learning conditions of dental students, with restricted access to training sessions and clinical practice. The "Playdent" project proposed the integration of serious games (SGs) in the third-year curriculum, based on tailor-made scenarios questioning the first dental visit of edentulous patients, and examined whether training with the games would advance students' learning outcomes.

Materials And Methods: Test scores of 89 students, allocated either to a "test" group that accessed SGs during a 4-week test period in addition to conventional lectures or to a "control" group that benefited solely from conventional lectures, were measured before and immediately after the test period.