The impact of a dental technology curriculum and a preventive-clinical curriculum on the development of preclinical preparation skills

Abstract

Background/Objectives: 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. Methods: 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. Results: Sixty-four students participated (68.8% female). At baseline, the PREV group (PREVG) achieved significantly higher overall scores (p = 0.036) and better adherence to preparation form (p = 0.011) than the DTMS group (DTMSG). Following the simulation course, the PREVG showed significant improvements in overall scores (p = 0.009), preparation form (p < 0.001), and surface smoothness (p < 0.001), accompanied by improved self-assessed preparation skills (p = 0.006). In contrast, the DTMSG showed no significant changes in overall scores or individual quality parameters (p > 0.05). Conclusions: 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.