Investigating correlations between the PAT and three hand-skill exercises to performance in preclinical laboratory courses.

OBJECTIVES: Perceptual ability test (PAT) is a valid determinant for spatial perceptions. However, proven psychomotor skill tests for dentistry do not currently exist. This study aimed to determine whether performance on the PAT, Operation game, mirror tracing, and wax carving exercises correlate to preclinical laboratory performance in Dental Anatomy and Restorative Dentistry courses. METHODS: First-year dental students (n = 96) participated in the study. Final laboratory grades were obtained from course directors of preclinical Restorative Dentistry and Dental Anatomy courses. Admissions committee provided participants' PAT results. Participants completed a wax carving exercise by carving a cube and a semicircle into a wax block using the wax subtraction method. Two calibrated faculty graded the carvings as Ideal (5), Satisfactory (3), or Unsatisfactory (1). Time to complete the Operation game and number of infractions were recorded. Participants traced the six-pointed star pattern on the Auto Scoring Mirror Tracer instrument in both clockwise and counterclockwise directions. Completion times and number of instances outside the pattern were recorded. Spearman Rank Correlations were used to determine associations at 0.05 confidence interval. RESULTS: Mean PAT score was 21.7; mean times to complete the Operation game and mirror tracing exercise were 4:20 and 1:30, respectively. Mean score on the wax carving exercise was 3.19. Correlations between the independent and dependent variables were minimal to weak. The wax carving exercise was the most reliable predictor of performance. CONCLUSIONS: When PAT scores are striated into low (less than 20), middle (21-22), and high (23-30), it was possible to predict performance in both preclinical laboratory courses.

Practice makes perfect? Association between students' performance measures in an advanced dental simulation course.

PURPOSE: This study examines the relationship between student performance measures during practice and exams using advanced dental simulation. METHODS: Data from 11 classes of first-year dental students were extracted from Advanced Simulation software (DentSim™) related to Class I and Class II preparations including: total number of practice sessions, average practice score, exam scores, average time preparing teeth during practice/exam, and average time self-evaluating preparations during practice/exam. Comparisons of average practice and exam scores were examined using paired t-test. Relationships between practice/exam measures and exam scores were determined with multiple linear regression. RESULTS: Practice mean and exam scores were significantly associated; exam scores were significantly higher in both procedures. Class I: a significant positive relationship exists between both practice and exam measures: The average practice score was significantly associated with exam score (p < 0.001); time spent preparing the exam tooth was negatively associated with the exam score (p < 0.001); conversely, time spent self-evaluating the exam tooth was significantly associated with an increase in exam score (p = 0.0135). Class II: exam score was significantly associated with two practice measures but neither of the exam measures: exam score for Class II mesioocclusal preparation was significantly associated with average practice score (p < 0.001) and the number of practice attempts (p = 0.025). CONCLUSION: This study emphasizes the predictive value of novice learners' deliberate, repetitive practice using advanced dental simulation, which enhances self-assessment in early stages of psychomotor skill development. Future studies are needed to demonstrate the translation of these skills into a patient care setting.

An evaluation of factors affecting dental shade matching in first-year dental students.

STATEMENT OF PROBLEM: Shade selection has become more important and challenging as it becomes more emphasized in esthetic dentistry. It would be beneficial to screen dental students early in their predoctoral education for any deficiencies in color discrimination. Specific tests that reliably predict dental shade-matching ability have not been fully established. PURPOSE: The purpose of this study was to determine whether the Farnsworth-Munsell 100 Hue Test (FM-100), Perceptual Ability Test (PAT), ethnicity, age, sex, and time to complete the tests affect dental shade-matching ability and value discernment in first-year dental students. Secondary aims were to determine whether correlations exist between performance on the PAT and FM-100 and between FM-100 and dental shade matching. MATERIAL AND METHODS: The FM-100 test was administered to 98 first-year dental students in a Judge II booth (color temperature=6500 K, color rendering index=90). The Vita Toothguide 3D-Master shade guide was used in this study. For the Value Test, students arranged 3 sets of 5 masked shade tabs from lightest to darkest. In all 3 sets, the value ranged from 1 to 5. In set #1, each shade tab had the same hue and chroma. In set #2, the hues were constant, but the chroma varied. In set #3, the hue and chroma varied. For the Matching Test, students matched together 11 pairs of masked shade tabs from 2 shade guides. Ethnicity (white, African American, Hispanic, Middle Eastern, and Asian), PAT scores, age, sex, and time to complete tests were recorded. Data were analyzed by using least square means, Wilcoxon Rank Sum, Kruskal-Wallis, and Spearman correlation tests (α=.05). RESULTS: FM-100 total error scores (TES) ranged from 0 to 188. Forty-three students had superior color discrimination (TES 0 to16), 51 had average (TES 20 to 100), and 4 had poor color discrimination (TES>100). Ethnicity, age, and sex did not significantly affect performance on any tests. Longer completion time resulted in better performance on FM-100 (P=.002) and Matching Tests (P=.032). However, increased time resulted in fewer correct answers on the Value Test (P=.016). There was a significant effect of PAT on FM-100 results (P<.001). As PAT scores increased, TES scores decreased, indicating better color discrimination. Similarly, lower TES scores resulted in higher Matching Test results (P<.001). However, this was not observed on the Value Test (P=.302). Correlation between the PAT and FM-100 was weak (r=-0.217), as well as between the FM-100 and Matching Test (r=-0.364). CONCLUSIONS: Ethnicity, age, and sex did not affect dental shade-matching ability. Participants with higher PAT scores demonstrated higher color discrimination on the FM-100 and were better at matching dental shade tabs. Time had different effects on the Matching and Value tests.

Dental Shade Matching and Value Discernment Abilities of First-Year Dental Students.

PURPOSE: To determine if Farnsworth-Munsell 100 Hue Test, Perceptual Ability Test, gender, age, ethnicity, and time predict dental shade matching and value discernment in first-year dental students. MATERIALS AND METHODS: Farnsworth-Munsell 100 Hue Test was administered to 95 first-year-dental students beneath a Judge II booth (color temperature of 6500°K, and color rendering index of 90). Students also arranged 16 masked shade tabs from a Vita Classic shade guide by value (lightest to darkest) and matched together 16 pairs of masked shade tabs from two Vita Classic shade guides. Ethnicity, age, Perceptual Ability Test scores, gender, and time to complete the tests were recorded. Associations and correlations were investigated using chi-square, Tukey-Kramer HSD, standard least square, and multilinear regression (p < 0.05). RESULTS: Total error scores on the Farnsworth-Munsell 100 Hue Test ranged from 0 to 144. Forty-eight students exhibited superior color acuity, 45 average, and two poor. The mean number of correct answers for matching shade tabs together was 11.6, and 6.1 for arranging the shade tabs by value. Females performed statistically better than males on the Farnsworth-Munsell 100 Hue Test and shade tab matching. Better color discrimination identified by lower total error scores on the Farnsworth-Munsell 100 Hue Test was directly correlated to greater ability to match shade tabs together. Perceptual Ability Test scores had slight significance. As the scores increased there was slightly better performance on the Farnsworth-Munsell 100 Hue Test. Older participants performed better than younger subjects on the value test. No other correlations were significant for any of the tests. CONCLUSIONS: Females and individuals who performed better on the Farnsworth-Munsell 100 Hue Test have improved dental shade-matching ability.

Predicting Performance in Technical Preclinical Dental Courses Using Advanced Simulation.

The aim of this study was to investigate whether advanced simulation parameters, such as simulation exam scores, number of student self-evaluations, time to complete the simulation, and time to complete self-evaluations, served as predictors of dental students' preclinical performance. Students from three consecutive classes (n=282) at one U.S. dental school completed advanced simulation training and exams within the first four months of their dental curriculum. The students then completed conventional preclinical instruction and exams in operative dentistry (OD) and fixed prosthodontics (FP) courses, taken during the first and second years of dental school, respectively. Two advanced simulation exam scores (ASES1 and ASES2) were tested as predictors of performance in the two preclinical courses based on final course grades. ASES1 and ASES2 were found to be predictors of OD and FP preclinical course grades. Other advanced simulation parameters were not significantly related to grades in the preclinical courses. These results highlight the value of an early psychomotor skills assessment in dentistry. Advanced simulation scores may allow early intervention in students' learning process and assist in efficient allocation of resources such as faculty coverage and tutor assignment.