Dental anatomy education through the integration of three‐dimensional Atlas and digital scanners: A new method explored

The typical instructional techniques for dental anatomy often utilize fixed visuals and diagrams from printed materials and physical replicas such as pre-made plastic teeth, or extracted teeth. Despite their usefulness, these approaches have certain inherent constraints.1, 2 Transitioning from flat, two-dimensional images to the intricate reality of three-dimensional (3D) objects proves challenging for many students, hindering holistic comprehension. Furthermore, the erratic and complex morphology of natural human teeth compared to prefabricated plastic teeth adds complexity to identifying morphological characteristics.3 Also, visualizing cross-sections of teeth or canal morphology simultaneously is impossible with traditional methods. Addressing this educational challenge can facilitate learning and enhance student comprehension. In our institution, we provided first-year Doctor of Dental Medicine students access to a 3D Atlas (eHuman, Inc.). We also introduced intraoral scanners (Trios, 3Shape) and designed scanning assignments for extracted teeth. Later, students analyzed the scans in small groups and presented their findings to the class. To compare students' preferences and understanding of dental anatomy, they also completed paper assignments focused on drawing various teeth from different perspectives. To gauge the appeal of this innovative multi-pronged teaching and learning approach, a post-course survey was conducted, probing students' preferences for scanning versus drawing assignments, and the use of digital interactive Atlas. An anonymous survey was developed (letter of exception received from the University of Saskatchewan Ethics Board—E371) and given to students (N = 32; 88% response rate). Students noted a positive impact on comprehension and retention of dental anatomy concepts (Figure 1), emphasizing the benefits of digital labeling, rotating, magnifying, and visualizing 3D tooth models in occlusion. Unexpectedly, a close tie emerged between students favoring scanning and those preferring traditional drawing when queried about the most valuable assignment for understanding dental anatomy. Some students still appreciate traditional paper-based tasks as they help develop hand skills This emphasizes the significance of providing a range of assignments that meet the needs of different types of learners. Lastly, students were asked to share their perceptions of integrating technology to enhance learning in dental anatomy and provide feedback on the assignment offered in the course (Table 1). Students expressed support, with some endorsing additional scanning time. “I like being able to view the teeth in 3D and move them around which can't be done on paper” “It had accurate images to facilitate better comprehension when studying” Technology can improve students' spatial learning, boosting engagement and active participation, especially among millennial dental students.4, 5 Despite advantages, challenges such as high costs, limited access to scanning equipment, and differences in students’ technological abilities may make integrating technology across various dental schools difficult. Although the current experiment involving new teaching styles seems beneficial from the students' perspective, the small sample size necessitates additional observation before concluding that technology integration is advantageous in all pre-clinical dental anatomy classrooms. Finally, developing excellent manual dexterity through traditional assignments such as drawing or carving teeth still plays a crucial role in a successful dental career. The authors declare no conflict of interest.