Dentistry Journal · Published 2026-08-03 · DOI 10.3390/dj14080475
Lisa Morlock, Marius Morlock, Ann Katrin Reuter, Thekla J. Pfeiffer-Grötz, James Deschner
<b>Background/Objectives:</b> Fine motor skills are essential for procedural precision in dental education. This study evaluated preparation performance and self-assessed skills among students completing either a dental technology and materials science-based curriculum (DTMS) or a shorter prevention-oriented curriculum (PREV). Assessments were conducted before and after a shared preclinical simulation course. We hypothesized that DTMS students would perform better at baseline and that differences would diminish after the course. <b>Methods</b>: Students in the DTMS and PREV groups prepared a standardized practice block at the beginning and end of a 14-week shared simulation course. Preparations were evaluated for depth, form, and surface smoothness. Students also completed a self-assessment questionnaire using a five-point Likert scale. <b>Results</b>: Sixty-four students participated (68.8% female). At baseline, the PREV group (PREVG) achieved significantly higher overall scores (<i>p</i> = 0.036) and better adherence to preparation form (<i>p</i> = 0.011) than the DTMS group (DTMSG). Following the simulation course, the PREVG showed significant improvements in overall scores (<i>p</i> = 0.009), preparation form (<i>p</i> < 0.001), and surface smoothness (<i>p</i> < 0.001), accompanied by improved self-assessed preparation skills (<i>p</i> = 0.006). In contrast, the DTMSG showed no significant changes in overall scores or individual quality parameters (<i>p</i> > 0.05). <b>Conclusions</b>: A prevention-oriented preclinical curriculum focusing on structured dental procedures was not inferior to a more extensive materials science-based curriculum despite fewer practical exercises. Continuous practice remains essential, while reduced practical workloads may provide curricular capacity for modern interdisciplinary teaching.
Abstract from DOAJ. Public domain (CC0 1.0).
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Morlock, L., Morlock, M., Reuter, A., et al. (2026). The Impact of a Dental Technology Curriculum and a Preventive-Clinical Curriculum on the Development of Preclinical Preparation Skills. Dentistry Journal. https://doi.org/10.3390/dj14080475