Digital Technology In Teaching Abutment Preparation For Fixed Dental Bridges

To explore the effectiveness of digital technology in teaching abutment preparation for fixed dental bridges, aiming to enhance students' understanding of preparation requirements, the concept of common path of insertion, and to improve practical skills. Seventy undergraduate dental students were randomly divided into an experimental group and a control group. Both groups practiced preparing abutments for a fixed bridge (teeth 11–13) on a dental manikin. The experimental group received instruction combining the mirror translation observation method with digital 3D model analysis, while the control group used only the mirror observation method. Post-training, preparations were evaluated using a 3Shape TRIOS intraoral scanner. Metrics included path of insertion and undercuts, convergence angle, preparation volume, margin quality, and surface quality. Student perceptions of digital-assisted teaching were surveyed. Data were analyzed using SPSS 22.0. The experimental group demonstrated significantly improved preparation quality. Mesiodistal preparation volume and convergence angles were smaller compared to the control group (P < 0.05), aligning more closely with standard parameters. Buccolingual preparation volumes in both groups were below requirements, but the experimental group approached the standards. The control group exhibited higher rates of uneven, rough, or sharp-edged shoulder preparations (P < 0.05). Surveys indicated students found digital methods more intuitive for understanding concepts like the path of insertion and improving practical skills. Integrating digital technology into abutment preparation teaching enhances students’ comprehension of preparation criteria and the common path of insertion, yielding more standardized outcomes and superior educational efficacy.