Abstract：
BACKGROUND: In fixed prosthodontics, simulators are essential to students for a progressive transition from preclinical to clinical condition. With the 3D printing technology, we developed resin bars allowing students to better visualise by motor chunking technique. Main objectives of this work were to describe this teaching methodology used in preclinic among different promotions of second, third and fourth dental years and to evaluate students\' feedback.
METHODS: Two hundred seventy resin strips were digitally designed and printed in resin. All participants from second, third and fourth had to fulfil a User Experience Questionnaire (UEQ) after the preclinical work. The scales of this questionnaire covered the complete impression of the user experience. Both classical aspects of usability (efficiency, insight and reliability) and aspects of user experience (originality, stimulation) were measured.
RESULTS: For the second dental years, \'Attractiveness\', \'Stimulation\' and \'Novelty\' were considered \'Excellent\'. For the third dental year, novelty average was considered as \'Excellent\'. For the fourth dental year, \'novelty\' was considered as \'Good\'.
CONCLUSIONS: The resin plates used in this study are original and stimulating for the students, especially for the second-year dental students who found the exercises useful for their learning. This method can also be used by creating scenarios close to the clinical situations encountered in dentistry departments (more dilapidated teeth, preparation of inlays, post and core, etc.). This 3D printed simulation model is not intended to replace the Frasaco® models but is a complement to the learning process.
METHODS: Two hundred seventy resin strips were digitally designed and printed in resin. All participants from second, third and fourth had to fulfil a User Experience Questionnaire (UEQ) after the preclinical work. The scales of this questionnaire covered the complete impression of the user experience. Both classical aspects of usability (efficiency, insight and reliability) and aspects of user experience (originality, stimulation) were measured.
RESULTS: For the second dental years, \'Attractiveness\', \'Stimulation\' and \'Novelty\' were considered \'Excellent\'. For the third dental year, novelty average was considered as \'Excellent\'. For the fourth dental year, \'novelty\' was considered as \'Good\'.
CONCLUSIONS: The resin plates used in this study are original and stimulating for the students, especially for the second-year dental students who found the exercises useful for their learning. This method can also be used by creating scenarios close to the clinical situations encountered in dentistry departments (more dilapidated teeth, preparation of inlays, post and core, etc.). This 3D printed simulation model is not intended to replace the Frasaco® models but is a complement to the learning process.
摘要：
背景：在固定口腔修复中，模拟器对于学生从临床前到临床状况的逐步过渡至关重要。随着3D打印技术，我们开发了树脂棒，使学生可以通过运动分块技术更好地可视化。这项工作的主要目标是描述这种教学方法在诊所前使用的不同促销的第二，第三和第四个牙科年，并评估学生的反馈。
方法：用树脂对二百七十条树脂条进行了数字化设计和印刷。所有参与者从第二个，第三和第四必须在临床前工作后完成用户体验问卷(UEQ).该问卷的量表涵盖了用户体验的完整印象。可用性的两个经典方面(效率，洞察力和可靠性)和用户体验的各个方面(原创性、刺激)进行测量。
结果：对于第二个牙科年，\'吸引力\'，“刺激”和“新颖性”被认为是“优秀”。第三个牙科年，新颖性平均水平被认为是“优秀”。第四个牙科年，“新颖性”被认为是“好”。
结论：本研究中使用的树脂板是原始的，对学生具有刺激性，特别是对于那些发现练习对他们学习有用的二年级牙科学生。这种方法也可以通过创建接近牙科部门遇到的临床情况的场景来使用（更多的破旧的牙齿，镶嵌物的准备，岗位和核心，等。).此3D打印仿真模型并非旨在取代Frasaco®模型，而是对学习过程的补充。
方法：用树脂对二百七十条树脂条进行了数字化设计和印刷。所有参与者从第二个，第三和第四必须在临床前工作后完成用户体验问卷(UEQ).该问卷的量表涵盖了用户体验的完整印象。可用性的两个经典方面(效率，洞察力和可靠性)和用户体验的各个方面(原创性、刺激)进行测量。
结果：对于第二个牙科年，\'吸引力\'，“刺激”和“新颖性”被认为是“优秀”。第三个牙科年，新颖性平均水平被认为是“优秀”。第四个牙科年，“新颖性”被认为是“好”。
结论：本研究中使用的树脂板是原始的，对学生具有刺激性，特别是对于那些发现练习对他们学习有用的二年级牙科学生。这种方法也可以通过创建接近牙科部门遇到的临床情况的场景来使用（更多的破旧的牙齿，镶嵌物的准备，岗位和核心，等。).此3D打印仿真模型并非旨在取代Frasaco®模型，而是对学习过程的补充。
