{"id":3025,"date":"2025-05-29T12:00:00","date_gmt":"2025-05-29T12:00:00","guid":{"rendered":"https:\/\/cicds.umfcd.ro\/?post_type=lucrari_cercetari&p=3025"},"modified":"2026-08-05T15:31:12","modified_gmt":"2026-08-05T15:31:12","slug":"evaluation-of-undergraduate-dental-students-opinions-on-the-use-of-digital-versus-conventional-design-in-prosthodontics","status":"publish","type":"lucrari_cercetari","link":"https:\/\/cicds.umfcd.ro\/en\/lucrari_cercetari\/evaluation-of-undergraduate-dental-students-opinions-on-the-use-of-digital-versus-conventional-design-in-prosthodontics\/","title":{"rendered":"Evaluation of Undergraduate Dental Students\u2019 Opinions on the Use of Digital Versus Conventional Design in Prosthodontics"},"content":{"rendered":"
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Evaluation of Undergraduate Dental Students\u2019 Opinions on the Use of Digital Versus Conventional Design in Prosthodontics<\/h1>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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Ciocan, L.T.; Pantea, M.; Vasilescu, V.G.; \u021a\u00e2ncu, A.M.C.; Sfeatcu, R.; Didilescu, A.C.; Ripszky, A.; Popa, A.; Pi\u021buru, S.M.; Imre, M.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Dentistry Journal 2025, 13, 242.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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\n\t\t\t\t\t\t\tAbstract\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Background\/Objectives: The integration of digital technologies into dental education is becoming increasingly important, particularly in prosthodontics, where digital design tools offer enhanced precision and efficiency. This study aimed to evaluate second-year dental students\u2019 perceptions regarding conventional versus digital design in prosthodontics, assessing their theoretical knowledge, practical skills, and attitudes toward these approaches. Methods: A total of 141 dental students enrolled in Faculty of Dentistry from \u201cCarol Davila\u201d University of Medicine and Pharmacy, Bucharest, Romania, participated in an online survey consisting of 19 questions evaluating their understanding, preferences, attitudes, and expectations regarding digital and conventional prosthodontic workflows. Additionally, students\u2019 practical exam grades and task completion times for both conventional and digital design methods were evaluated. Results: Participating students reported sufficient understanding of theoretical concepts in both conventional (92.9%) and digital design (91.5%). A significant proportion (78.7%) felt confident in their practical skills for conventional design, while 78% expressed the same for digital design. Statistically significant correlations indicated that students who believed digital design could replace conventional methods associated digital design with greater accuracy (p = 0.020), predictability (p = 0.048), and sustainability (p = 0.032). Students who believed they had acquired enough skills in digital design responded more frequently that the time allocation for digital design by the university was sufficient (p < 0.001). Moreover, students scored significantly higher in digital design practical exams compared to conventional design (p < 0.001). Task completion times were also shorter for digital workflows, further supporting their efficiency. Conclusions: The findings suggest that students are highly receptive to digital technologies in prosthodontics, favoring digital workflows over conventional techniques. These results highlight the need for continued integration of digital tools into dental curricula to enhance students\u2019 competency and prepare them for modern clinical practice.<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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digital dentistry; CAD\/CAM; dental students; dental technology; prosthodontics; conventional design; digital design; digital technologies<\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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\n\n\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\tDownload paper\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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