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Comparison of the learning curve of intraoral scanning with two different intraoral scanners based on scanning time

BACKGROUND: The appearance of intraoral scanners (IOSs) in dental offices was an important milestones for the digital innovations in dentistry. Knowing the learning curve for intraoral scanning is crucial, because it can serve as a guideline for clinicians before buying a new IOS. The aim of the pre...

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Autores principales: Róth, Ivett, Hermann, Péter, Vitai, Viktória, Joós-Kovács, Gellért Levente, Géczi, Zoltán, Borbély, Judit
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10170701/
https://www.ncbi.nlm.nih.gov/pubmed/37161444
http://dx.doi.org/10.1186/s12903-023-02963-7
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author Róth, Ivett
Hermann, Péter
Vitai, Viktória
Joós-Kovács, Gellért Levente
Géczi, Zoltán
Borbély, Judit
author_facet Róth, Ivett
Hermann, Péter
Vitai, Viktória
Joós-Kovács, Gellért Levente
Géczi, Zoltán
Borbély, Judit
author_sort Róth, Ivett
collection PubMed
description BACKGROUND: The appearance of intraoral scanners (IOSs) in dental offices was an important milestones for the digital innovations in dentistry. Knowing the learning curve for intraoral scanning is crucial, because it can serve as a guideline for clinicians before buying a new IOS. The aim of the present in vivo study was to determine the learning curve required by dental students for intraoral scanning with the 3Shape Trios 4 IOS and the CEREC Primescan IOS, based on scanning time. METHODS: A total of 20 dental students with no previous experience in intraoral scanning participated in the present study. 10 students scanned with Trios 4® IOS (TRI) and 10 students took digital impressions with Primescan® IOS (CER). Every student created 15 digital impressions from patients. Prior to taking the impressions, theoretical and practical education was provided. The total scanning time included the upper and lower arches as well as bite registration, for which average values were calculated. Statistical analysis was performed using the Stata package with a mixed-effects generalized least squares regression models. RESULTS: The average total scanning times were the following: TRI – 205 s for the 1st impression, 133.6 s for the 15th, CER – 289.8 s for the 1st impression, 147 s for the 15th. The model-based estimate of the difference between the two in case of TRI was 57.5 s, and in CER was 144.2 s which is a highly significant improvement in both cases (P < 0.0001). The slope of the scanning time vs. learning phase curve gradually approached flatness, and maintained a plateau: TRI – from the 11th measurement and CER – from the 14th measurement onward. CONCLUSIONS: Given the limitations of the present study, we found difference between the learning curve of scanner types which are operate various principle of imaging. In case of the TRI fewer digital impressions (11 repeating) were sufficient to reach the average scanning time of an experienced user than using CER (14 repeating). TRIAL REGISTRATION: The permission for this study was given by the University Ethics Committee of Semmelweis University (SE RKEB number: 184/2022).
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spelling pubmed-101707012023-05-11 Comparison of the learning curve of intraoral scanning with two different intraoral scanners based on scanning time Róth, Ivett Hermann, Péter Vitai, Viktória Joós-Kovács, Gellért Levente Géczi, Zoltán Borbély, Judit BMC Oral Health Research BACKGROUND: The appearance of intraoral scanners (IOSs) in dental offices was an important milestones for the digital innovations in dentistry. Knowing the learning curve for intraoral scanning is crucial, because it can serve as a guideline for clinicians before buying a new IOS. The aim of the present in vivo study was to determine the learning curve required by dental students for intraoral scanning with the 3Shape Trios 4 IOS and the CEREC Primescan IOS, based on scanning time. METHODS: A total of 20 dental students with no previous experience in intraoral scanning participated in the present study. 10 students scanned with Trios 4® IOS (TRI) and 10 students took digital impressions with Primescan® IOS (CER). Every student created 15 digital impressions from patients. Prior to taking the impressions, theoretical and practical education was provided. The total scanning time included the upper and lower arches as well as bite registration, for which average values were calculated. Statistical analysis was performed using the Stata package with a mixed-effects generalized least squares regression models. RESULTS: The average total scanning times were the following: TRI – 205 s for the 1st impression, 133.6 s for the 15th, CER – 289.8 s for the 1st impression, 147 s for the 15th. The model-based estimate of the difference between the two in case of TRI was 57.5 s, and in CER was 144.2 s which is a highly significant improvement in both cases (P < 0.0001). The slope of the scanning time vs. learning phase curve gradually approached flatness, and maintained a plateau: TRI – from the 11th measurement and CER – from the 14th measurement onward. CONCLUSIONS: Given the limitations of the present study, we found difference between the learning curve of scanner types which are operate various principle of imaging. In case of the TRI fewer digital impressions (11 repeating) were sufficient to reach the average scanning time of an experienced user than using CER (14 repeating). TRIAL REGISTRATION: The permission for this study was given by the University Ethics Committee of Semmelweis University (SE RKEB number: 184/2022). BioMed Central 2023-05-09 /pmc/articles/PMC10170701/ /pubmed/37161444 http://dx.doi.org/10.1186/s12903-023-02963-7 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Róth, Ivett
Hermann, Péter
Vitai, Viktória
Joós-Kovács, Gellért Levente
Géczi, Zoltán
Borbély, Judit
Comparison of the learning curve of intraoral scanning with two different intraoral scanners based on scanning time
title Comparison of the learning curve of intraoral scanning with two different intraoral scanners based on scanning time
title_full Comparison of the learning curve of intraoral scanning with two different intraoral scanners based on scanning time
title_fullStr Comparison of the learning curve of intraoral scanning with two different intraoral scanners based on scanning time
title_full_unstemmed Comparison of the learning curve of intraoral scanning with two different intraoral scanners based on scanning time
title_short Comparison of the learning curve of intraoral scanning with two different intraoral scanners based on scanning time
title_sort comparison of the learning curve of intraoral scanning with two different intraoral scanners based on scanning time
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10170701/
https://www.ncbi.nlm.nih.gov/pubmed/37161444
http://dx.doi.org/10.1186/s12903-023-02963-7
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