RESUMO
Objective@#To propose a digitally modified and guided bone regeneration technique supported by a nonabsorbable titanium plate and explore its effect on vertical bone regeneration.@*Methods@#A total of 8 patients with severe vertical bone defects in the edentulous area who wanted to be treated with implants were included in this study. A digitally modified and guided bone regeneration technique supported by a nonabsorbable titanium plate (fence technique) was used for bone augmentation. The patient's jaw, dentition, and soft tissue data were obtained for prosthetically guided implantation and bone regeneration. After virtual bone augmentation, a model of the jaw was obtained through 3D printing technology, and the titanium plate was bent accordingly. The virtual design was transformed through the template (including the base template and the attachment of a periosteal screw and bone block), so the actual osteogenesis space consistent with the design could be realized in the operation. Guided bone regeneration was performed according to the improved procedure and technical process. After 6 ~ 8 months of bone augmentation, cone beam CT was taken to evaluate the effect of bone augmentation. The implant was implanted according to the initial implant design, and bone tissue was obtained for HE and Masson staining. @* Results@#After 6 ~ 8 months of bone augmentation, the vertical linear bone increment reached (5.44 ± 1.73) mm. The implant was implanted according to the initial implant design, and the bone tissue was obtained for histological examination to show the formation of new bone.@*Conclusion@#Digital improved fence technique can simplify the preoperative and surgical procedures, and obtain good vertical bone augmentation results. In short, it is a kind of vertical bone augmentation technique worth popularizing and applying.
RESUMO
Objective@#To discuss the application of digital technology in the education of implant dentistry.@* Methods@#According to the teaching method that combines case-, problem- and team-based learning, a course on implant theory was carried out in a class of 20 students. Then, all the students in this class were divided into two groups to receive two clinical operation training courses. The first was the training of a free-hand implant, and the second was an implant operation under a digital template. The courses introduced digital technology into preclinical education and simulated implant training. After the two courses, students were organized to analyze the accuracy of the implant, the operation time and the experiences of these two courses. Through the comparison of students′ operations of free-hand and template implants, students could analyze their own faults and propose a method of improvement. The students scored the two classes. @*Results @# Through the two classes, all the students completed the implant operation under the guidance of a template and free-hand method and found their own problems and solutions. The combination of theory and practice deepened the students′ understanding of the teaching content. Finally, the classes were graded comprehensively by students, showing that the students′ satisfaction with the digital template class was higher than that with the free-hand class (P < 0.05).@*Conclusion@#The addition of a digital implant technology class significantly improved students′ comprehensive assessment, improved the teaching effect and was more acceptable to students in terms of gaining additional professional skills.