Search

Prior research has demonstrated that motor skill learning is often disrupted by self-focus and attempts to control movement. The propensity for reinvestment (i.e., self-focus and movement control) has been associated with poor motor skill learning in sport and surgery, but it has not yet been examined in dental education. Therefore, the aim of this study was to evaluate the propensity for disruptive reinvestment among dental students so as to optimize their learning needs. Volunteer dental students (210) completed three reinvestment surveys to investigate their self-reported propensity to engage in conscious self-monitoring and control of their movements and decisions. We used analysis of variance (ANOVA), with post-hoc analyses as appropriate, to assess the effect of various participant demographics on their reinvestment scores. Male participants had a lower mean reinvestment scale score than females (p <.05). Older participants were found to have a lower mean movement reinvestment score, compared to younger reinvesters (p <.05). On the other hand, younger reinvesters had a lower mean decision reinvestment score compared to the older age group (p <.05). When compared with participants in previous studies our participants obtained a significantly higher reinvestment score (p <.05). In conclusion, gender and age may be related to dental students' self-reported propensity to reinvest. Moreover, dental students were found to be more self-conscious when compared with individuals who perform gross motor skill tasks. These results provide insight into the acquisition of dental skills that may assist in designing pre-clinical training curriculum in dental education. [ABSTRACT FROM AUTHOR]

Introduction. Restorative dental treatment is a complex task involving various procedures which require the development and integration of both theoretical knowledge and fine motor skills. It aims to provide the theoretical background and role of key factors in learning these skills. Materials and Methods. The following electronic databases were searched to identify relevant articles to our topic: PubMed, Medline, Google Scholar, and Scopus. Generic keywords, that is, factors, fine, performance, and dentistry, and MeSH terms, that is, "learning," "instruction," "patient simulation," "motor skills," "perception," "tactile," "neurophysiology," and "working memory" were used to conduct our comprehensive search. Results and Conclusions. Several techniques are used in performing different restorative procedures in dentistry, that is, root canal preparation, root planning, and minor oral surgery procedures. Mastering these techniques requires a good understanding of the underpinning cognitive, sensory, and neuromuscular processes. Factors including the amount and timing of instructions provided, cognitive abilities, and practice schedule of learning trials may have significant implications on the design of fine motor skill learning exercises. [ABSTRACT FROM AUTHOR]

Objectives. The aim of the study was to evaluate the perception of smile aesthetics in patients with varying degrees of anterior crowding and spacing among dental specialists, dentists, dental students, and laypersons and to assess the effect of the lips position. Materials and Methods. Clinical photos of cases of anterior crowding (mild, moderate, and severe) and spacing (mild, moderate, and severe) with and without the associated lips were used. The images were evaluated by 250 persons including dental specialists, dentists, dental students, and laypersons using the rating scale method, (extremely unaesthetic to extremely aesthetic, 1 to 5, respectively). Nonparametric tests were used to analyse the data on SPSS version 24. Results. According to the 250 responses, the aesthetic perception of all severities of anterior crowding and mild and moderate spacing was found to be more aesthetic when displayed with the lips (p < 0.05). Additionally, the higher the level of dental education, the lower the aesthetic perception with and without the lips (p < 0.05). Conclusions. The lips play a significant role in improving the aesthetics of crowded anterior teeth and spaced anterior teeth. Dental educational level influences the aesthetic perception of anterior crowding and spacing. This may have an impact on treatment planning and need for orthodontic intervention. [ABSTRACT FROM AUTHOR]

Summary: Objective:: Fluctuating dental asymmetry as an indication of the effect of environmental insults during tooth development requires further investigation. The aim of this study was to assess asymmetry in tooth crown dimension for the increased range of parameters possible with image analysis compared to previous manual measurements. Methods:: Study models of 25 male and 25 female white Caucasian subjects were measured from buccal and occlusal views to determine mesio-distal, bucco-lingual, occluso-gingival and tooth surface area dimensions using image analysis. Method errors were assessed by the repeatability coefficient RC and asymmetry assessed calculating intra-class correlation coefficients between pairs of antimere teeth. Results:: The method errors calculated using RC were small. There was a high degree of symmetry with correlation coefficients with a range of 0.67–0.96 for linear measurements and 0.80–0.97 for tooth surface areas. No significant differences were found between the genders or between the upper and lower jaws. Asymmetry tended to follow a pattern in morphogenic tooth fields with the mesial tooth showing greater symmetry than the more distal. There were differences in the degree of symmetry among the variables measured with the mesio-distal dimension showing the greatest symmetry. Conclusions:: This new technique was reliable and readily applicable, providing also a greater range of measurements. While the asymmetry generally followed a similar pattern to earlier manual studies, there were variations in the degree of symmetry between different parameters. [Copyright &y& Elsevier]

Learning dental procedures is a complex task involving the development of fine motor skills. The reported use of theories and/or evidence for designing learning activities to develop the fine motor skills needed for dental practice is limited. The aim of this review is to explore the available body of knowledge related to learning motor skills relevant to dentistry. Evidence from studies investigating motor skill learning highlights the negative impact of self-focus and self-regulation on learning outcomes, particularly during the early stages of learning. The development of activities and schedules that enable novices to demonstrate characteristics similar to experts, without the reported long period of 'deliberate practice', is clearly of value. Outcomes of learning implicitly are important in dentistry because working under stressful conditions is common, either during undergraduate study or in practice. It is suggested that learning implicitly in the simulation stage can reduce disrupted performance when transitioning to clinical settings. Therefore, further investigation of effective methods for learning dental fine motor skills is indicated, using approaches that result in robust performance, even under stressful conditions. [ABSTRACT FROM AUTHOR]