Dental Anatomy and Occlusion: Maxillary Incisors

• DOI: 10.15766/mep_2374-8265.10404
• Publication Date: 2016-05-27T12:38:14Z
• Authors: Jan Mitchell; Rhoda Sword; Martha Brackett; Mario Romero
• Keywords: Dental anatomy

OPEN ACCESSMay 27, 2016Dental Anatomy and Occlusion: Maxillary Incisors Jan Mitchell, DDS, Rhoda Sword, DMD, Martha Brackett, Mario Romero, DDS Associate Professor, Dental College of Georgia at Regents University E-mail Address: mailto:[email protected] Google Scholar More articles by this author , DMD Assistant https://doi.org/10.15766/mep_2374-8265.10404 SectionsAboutPDF ToolsDownload Citations ShareFacebookTwitterEmail Abstract Introduction: This introductory dental anatomy module begins the process teaching students how to analyze structure form human teeth, a skill that is foundational all subsequent areas restorative dentistry. an interactive preclinical activity allows learner master important morphologic functional features maxillary incisors, as well become familiar with common clinical anomalies. Methods: As first in series morphology lectures, it includes basic skills are applicable later modules. The lab waxing activity, which follows 40-minute lecture, requires two 4-hour sessions. Since one hand-eye coordination technique labs school, early opportunity teach laboratory procedures safety, level attention detail required goal exercise create wax model tooth #8 on commercially available simulated preparation. To aid student, there video steps correct wax-up grading rubric specific expectations. Results: Comparing 3 years before introduction improvements after, average percentage A grades more than doubled (from 17.1% 38.5%), while failures also 7.0% 14.5%), identifying struggling who needed additional help. opinion from student tutors, themselves were graded under previous grade form, new clarified expectations, thus improving practice performance. Discussion: While had been part instructional course for many years, and, particularly, has improved students' understanding expectations task, simplified grading, reduced time spent explaining grades, concerns subjective. Educational Objectives At conclusion educational will be able to: Explain major functions, positions arch, universal numbers incisors.Describe incisors detail, using following terms: height contour, outline cervical outline, imbrication lines, lingual fossa, cingulum.Describe difference between central lateral aspects.List memory developmental dates both incisors.Recognize incisor anomalies photographs or radiographs.Create preparation stepwise fashion.Critically self-assess work illustrated rubric. Introduction Creating models individual teeth time-honored anatomy. Shaping inexpensive malleable material like explore intricacies through mastering each tooth, no high-tech method date upon.1 Using technique, relatively simple used starting point learning However, any class, arrive different backgrounds abilities. Many struggle their speed confidence demanding technical skill, so supplies tools assist task. lecture starts engaging learners' fact most smile essential facial aesthetics. then uses framework can evaluate other by: Describing general function tooth.Describing shape views general, focusing view including root form.Explaining functions occlusion.Describing forms erupts.Identifying Students often have difficulty high achievement, uncertainty only adds difficulty. Rubrics proposed tool “establish clear rules evaluation define criteria differentiate acceptable, outstanding, designated levels performance.”2 With development careful, precise rubric, distributed explained beginning lab, learners goals they should achieve.3 By clarifying exact standards, faculty same goal, reduces perception personal preference teaching. Exact error during circled indicated diagram, showing exactly where his/her errors occurred. organized aspects make explanations easier facilitate dividing task among multiple members. illustrations (taken actual dentaform teeth) include key such occlusal contact points interproximal contacts correctly located sized. diagrams positioned would hold feature.4 In addition, audiovisual exercise. It demonstrates organized, approach3 creating duplicate practice. Methods Beginning target audience session. Logistically, session held entire class over module, given reading assignments textbooks occlusion concepts prior class.5,6 permanent PowerPoint (Appendix A) speaker notes prompts. Have get out Boley gauge (Kilgore International, Inc.) use emphasize contour follow three dimensions. color-coded additive B) divided into logical sections. There several ways video, requiring viewed start doing commentary it. we found effect way interweave section performing step class. way, questions asked instructors monitor acquisition making sure falls behind. When completed step, moves next one. effective if half-tooth very good C) encouraged keep handy reference. represented perspective evaluating grading. After completed, exchange partner peer assessment, openly discussing observations. Only after those assessments member review project designed added clarification, convenience feedback well. An alternate sample waxed (perhaps mediocre left year) item item, point, either small groups projected document camera available. (as #6 #26) eight sessions formative feedback, independently summative assessment. Any does not achieve 75 better attends intensive remediation Three experienced members learner's assessment him/her need improvement. waxes another observation conceptual issues, corrected demonstrations. leaves having acceptable wax-up. Faculty unlikely instruments helpful visualizing relationships contours. periodontal probe introducing measurements simpler mechanism gauge, providing straightedge illustrate issues discrepancies incisal edge alignment. PK3 burnisher useful pointing comparisons embrasure Because its triangular shape, fill space embrasure, size reference contralateral side. compare being objectively open closed. note viewpoint graders easily divide sections without overlap, eliminating concern calibration single grader evaluates students. Each locations listed outlined learner. shaded lines clarification. taken off area. Depending number students, graders. If yet comfortable terms mesial distal, do internalizing terminology. takes place break terminology numbering serves icebreaker first-year arrange 32 20 double facing simulate arches. For our 86, example, allowed adult dentitions primary dentition still permitted supernumerary inserted likely spots Asking pretend classroom giant head, whether right refer operator patient. We count off, marking third molars corners cutoff 8–9 24–25 midline break. identified midline, them surface, put distal arm in, flap proximal hands, identify anterior surfaces instead surfaces. Finally, letters discuss succedaneous. kinetic reinforcement abstract virtually zero discussion few weeks. Results some combination 30 institution, 2013 added. overall response positive, especially regarding asking written courses. practical benefits resource exam 50%, four past, 2 hours per answering lab; less hour almost questions. poorly, defined shortcomings work, decreasing tone discussions professional objective, changing “I felt was too open” see yours image here.” Discussion Nearly schools employ initial training. calls remove curriculum, dentists rarely own wax-ups diagnosis fabrication indirect restorations, widely follow-on skills. Those placement sculpting composite resin critically, communication. One involved verbalizing one's peers' projects directly analyzing cases clinic communication laboratory. discouraged demands question ability succeed chosen path. Honest, objective mastery these skills, but care must phrased. sandwich praise-criticism-praise used, problematic may misinterpreted, perceived insincere, simply ineffective. Instead, insisting student's self-assessment expert validate, together correct, missed part.7 useful, time-saving process. Brief group module. bringing 10 what difficulties encountering, teacher address problems answer demonstration. gives feeling ones acquisition. afforded guidance teacher. Articulating demanded usual calibrated precisely, feel subjective based preference. proved highly nearly learners. examinations successful course. Remediation exams, repeat offered tutors support. limitation specificity #8. series, develop full necessary References1. de Azevedo RD, da Rosa WL, Silva AF, Correa MB, Torriani MA, Lund RG. Comparative effectiveness carving pedagogy: systematic review. J Dent Educ.2015:79(8):914–921.Medline, Scholar2. O'Donnell JA, Oakley M, Haney S, O'Neill PN, Taylor D. 101: primer education. Educ.2011:75(9):1163–1175.Medline, Scholar3. Hauser AM, Bowen DM. Primer instruction evaluation. Educ.2009:73(3):390–398.Medline, Scholar4. Licari FW, Knight GW, Guenzel PJ. Designing learning. Educ.2008:72(1):48–58.Medline, Scholar5. Fuller JL, Denehy GE, Schulein TM. Concise Morphology. 4th ed.Iowa City, IA: Iowa Press; 2001.Google Scholar6. Okeson JP. Management Temporomandibular Disorders Occlusion. 6th ed.St. Louis, MO: Mosby Elsevier; 2008.Google Scholar7. Cantillon P, Sargeant J. Giving settings. BMJ.2008:337:a1961. http://dx.doi.org/10.1136/bmj.a1961Medline, ScholarPDF download Sign up latest publications MedEdPORTAL Add your email below APPENDICESReferencesRelatedDetailsAppendices Lecture.pptx Waxing Tooth #8.mp4 Rubric Illustrations.docx All appendices reviewed integral parts Original Publication. Download CitationMitchell J, Sword R, Brackett Romero M. Incisors. MedEdPORTAL. 2016;12:10404. Related Mandibular Incisors—Flipped Classroom Learning Module Copyright & Permissions© 2016 Mitchell et al. open-access publication Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsDental AnatomyIncisorsDental OcclusionPreclinical LabWaxingDental Morphology Disclosures None report. Funding/Support Ethical Approval Reported applicable. tabs.loading