J I Foley1, J Drummie. 1. The University of Aberdeen Dental School and Hospital, Foresterhill, Aberdeen. j.foley@abdn.ac.uk
Abstract
AIM: To assess the effect of an introductory Clinical Skills Program on the development of two tasks aimed at teaching a Class II cavity preparation technique. STUDY DESIGN: A prospective, observational study. METHODS: Twenty three first year students (F: 19; M: 4) were asked to complete two cavities on a Frasaco(®) tooth 46 using a FG 565 pear-shaped diamond bur. Task One: A groove was cut from the central fissure area to within 1mm of the marginal ridge which was 5mm in length, 2mm in width and 2mm in depth. Task Two: As for Task One and in addition, a slot was cut vertically downward at the marginal ridge to create a box 2mm in length, 2mm in width and 3mm in depth. Both tasks were undertaken at the start of an introductory Clinical Skills course and two months later after further skills practice. Cavity dimensions were measured using a digital caliper with a depth gauge. STATISTICS: Data were analysed using a two-sample t-test (MINITAB(®) 15.1). RESULTS: Regarding Task One, a statistically-significant improvement in groove width was noted (p=0.001). Concerning Task Two, both the groove width and the box width improved and both were statistically significant p=0.023 and p=0.049, respectively). CONCLUSION: A Clinical Skills Program would appear to result in an improvement in cavity preparation, particularly in relation to cavity width.
AIM: To assess the effect of an introductory Clinical Skills Program on the development of two tasks aimed at teaching a Class II cavity preparation technique. STUDY DESIGN: A prospective, observational study. METHODS: Twenty three first year students (F: 19; M: 4) were asked to complete two cavities on a Frasaco(®) tooth 46 using a FG 565 pear-shaped diamond bur. Task One: A groove was cut from the central fissure area to within 1mm of the marginal ridge which was 5mm in length, 2mm in width and 2mm in depth. Task Two: As for Task One and in addition, a slot was cut vertically downward at the marginal ridge to create a box 2mm in length, 2mm in width and 3mm in depth. Both tasks were undertaken at the start of an introductory Clinical Skills course and two months later after further skills practice. Cavity dimensions were measured using a digital caliper with a depth gauge. STATISTICS: Data were analysed using a two-sample t-test (MINITAB(®) 15.1). RESULTS: Regarding Task One, a statistically-significant improvement in groove width was noted (p=0.001). Concerning Task Two, both the groove width and the box width improved and both were statistically significant p=0.023 and p=0.049, respectively). CONCLUSION: A Clinical Skills Program would appear to result in an improvement in cavity preparation, particularly in relation to cavity width.
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