Abstract Title

Aesthetic Indirect Restoration ; Guide for dental students

Lead Author Affiliation

DDS

Lead Author Status

IDS Year 2

Expected Graduation Date

2019

Presentation Category

Other

Introduction/Context/Diagnosis

Learning techniques can be classified under the VARK category, which signifies the importance of Visual, Audio, Reading, and Kinematics, to be the essence of the learning projects.

The IDS class of 2019 had trouble with their hands-skills owing to the presentations being based upon the typodont that was no longer in use.

To counterbalance these incumbencies, we worked to amalgamate the first three components of VARK, namely, visual, audio and reading, to make the learning process easier for incoming classes in the simulation lab.

The project took well over a hundred hours to complete and is already incorporated in the academic curriculum presentations for the IDS class of 2020.

Methods/Treatment Plan

The project was based on the principles of restorative dentistry that have been taught as part of the curriculum in the simulation clinic.

The presentations included videos and pictures taken from preparation designs on the Kilgore typodont whilst the typodont in use in the simulation clinics was the newer Frasaco typodont.

Noticing that many students were having trouble with designing their preparations, we worked towards creating a step by step guide in accordance with the VARK learning techniques that we had recently learned about.

In accordance with that, we tried to incorporate the grading sheet for the competency exams and created an illustrative and demonstrative guide to designing aesthetic dental restorations.

The presentation consists of visual aids in the forms of illustrated pictures, as well as a voice over emphasizing on important characteristics of design, as well as annotations to the pictures in the guides. The purpose was to enable a first-year dental student to get competent with their fixed restorative preparations and acquire skills to help them in the simulation lab.

Results/Outcome

As the purpose of this project was to help dental students in their simulation clinics initially and serve as a guide during clinics as well, we coordinated with a student who is willing to upload them on the pac-manual( as he has been appointed by the school to do so)

Significance/Conclusions

The presentation was created in conjunction with the course directors of IPT for the IDS program. Representations of it have been included as part of the curriculum for the IDS class.

It is important to serve first-year students to excel in clinical procedures based on their way of learning. The process of learning for each individual can be of a different technique. While some prefer visual demonstrations, others may learn better from making mistakes practically and fixing them.

This was to help students in their program and the purpose has been served.

Format

Event

This document is currently not available here.

Share

COinS
 

Aesthetic Indirect Restoration ; Guide for dental students

Learning techniques can be classified under the VARK category, which signifies the importance of Visual, Audio, Reading, and Kinematics, to be the essence of the learning projects.

The IDS class of 2019 had trouble with their hands-skills owing to the presentations being based upon the typodont that was no longer in use.

To counterbalance these incumbencies, we worked to amalgamate the first three components of VARK, namely, visual, audio and reading, to make the learning process easier for incoming classes in the simulation lab.

The project took well over a hundred hours to complete and is already incorporated in the academic curriculum presentations for the IDS class of 2020.