CHẾ TẠO RĂNG IN 3D TRONG ĐÀO TẠO TIỀN LÂM SÀNG NỘI NHA: NGHIÊN CỨU THỬ NGHIỆM CÓ ĐỐI CHỨNG

Abstract

Introduction: Natural teeth have long been considered the “gold standard” in preclinical endodontic education. However, their use faces major challenges: scarcity of extracted teeth, risk of infection, storage difficulties, and anatomical variability that reduces consistency in teaching and assessment. This highlights the need for a safe, standardized alternative model. Objectives: (1) To establish a standardized protocol for fabricating 3D-printed teeth from existing dental imaging data; (2) To evaluate student learning outcomes and perceptions compared with natural teeth. Materials and Methods: The study had two phases. (1) In vitro: development of 3D-printed teeth using CBCT and surface scans, STL processing, and SLA printing. (2) Preclinical trial: a parallel controlled design with 20 premolars and 20 corresponding 3D-printed replicas. Outcomes were assessed with a 5-point Likert scale (interest, spatial awareness, tactile feedback for drilling/preparation) and binary questions (suitability for training, assessment, fairness in examination). Results: The protocol successfully produced 3D-printed teeth closely resembling natural morphology and canal anatomy. Students reported higher learning interest (4.50 ± 0.51 vs. 3.80 ± 0.52; p=0.001) and improved spatial awareness (4.50 ± 0.51 vs. 3.50 ± 0.76; p<0.001), but lower tactile realism for drilling and preparation (p<0.01). Suitability ratings were 65% for training (p=0.264), 70% for assessment (p=0.118), and 100% for fairness. Additionally, 90% of students perceived 3D-printed teeth as softer than natural teeth. Conclusion: A standardized 3D-printed tooth fabrication protocol was established and shown to enhance student engagement and spatial understanding. While not fully replicating natural tactile sensation, 3D-printed teeth offer advantages in training standardization, learning motivation, and fairness in assessments.