Time Efficient and Cost-Effective Online Teaching Tool
Authors: Naser ud Din Shazia 
Published: April 2024

Background
Traditional teaching methods in orthodontics with models and static images for 3-Dimensional (3D) changes in tooth positions have posed immense challenges as the learner is unable to clear concepts on the different planes that affect the final tooth positions not to mention the protracted treatment time ranges from 12 months (simple cases) to 36 months (complex cases). Furthermore, orthodontic movements can pose difficulty in understanding the changes particularly in growing children adding to the fourth dimension. At the University of Queensland (UQ) (Naser-ud-Din, 2015) and internationally (Bridges, 2015) over a decade of experience with creating online teaching modules in orthodontics education highlight its strengths of flexibility, ease of access on demand and global presence. UQ had SBLi -Scenario Based Learning interactive for Postgraduate Orthodontic students who found it highly engaging, with self-reflective and self-assessment elements (Khoo et al., 2023; Naser-ud-Din, 2016). Generally simulations can be expensive (Kröger et al., 2017) and it’s essential to explore cost effective simulation teaching tools.
Aims
There is a gap in the dental education sector to enhance the learning of core concepts in biomechanics with the aid of 3D simulated online learning for the student in undergraduate courses to feel confident and clinically ready on graduation as Dentist. Over the past 5 years, in particular, there has been an exponential drive by the industry providing 3D simulations for treatment planning and patient communication. The aim of this presentation is to highlight the time efficiency and cost effectiveness of the learning tool.
Material and Methods
Currently the CAD CAM industry is providing 3D simulations as open access that can be utilized for teaching and clearing core concepts related to biomechanics foundations for student learning, engagement and assessment. This project envisages to create a new forum encompassing education revolution with robust online presence of an interactive textbook (iConcepts) under the banner of the University of Melbourne (UoM) to assist students in Doctor of Dental Surgery (DDS) years 2-4.
Results
The purpose of iConcepts is to create lifelong learning opportunities in non-judgmental space by visual and kinesthetic interactive learning of concepts that directly translates into clinical applications. In the past decade CAD CAM has become clinically relevant particularly with Clear Aligner Therapy adding to higher precision and patient satisfaction. Moreover, it is imperative to have Long Term Retention (LTR) (Irvine, 2020) of learning new tasks. It is essential that students in dentistry are aware of the digital workflows and have clinical preparedness on graduation as it’s the future and here to stay. Both qualitative and quantitative data on student experience shall be collected and analyzed to seek out the best practice and processes for instruction of delivery in Orthodontics for DDS cohort encompassing time efficiency and cost effectiveness.
Conclusion
The current iConcepts is developed with Apple Education and prototype is being assessed with MSc Data Science cohort at the UoM.
Future Recommendations
It can be marketed to developing universities internationally assisting the dissemination of information a flagship for UoM and revenue generation for department of Education at UoM. As we progress there will be more and more demand towards interactive concepts clarification (Poblete et al., 2020) hence iConcepts.
References

Bridges, S. (2015). An emic lens into online learning environments in PBL in undergraduate dentistry. Pedagogies: An International Journal,10(1), 22-37. https://doi.org/10.1080/1554480X.2014.999771
Irvine, J. (2020). Marzano's New Taxonomy as a Framework for Investigating Student Affect. Journal of Instructional Pedagogies, 24.
Khoo, E., Le, A., & Lipp, M. J. (2023). Learning Games: A New Tool for Orthodontic Education. International Journal of Environmental Research and Public Health, 20(3), 2039. https://www.mdpi.com/1660-4601/20/3/2039
Kröger, E., Dekiff, M., & Dirksen, D. (2017). 3D printed simulation models based on real patient situations for hands-on practice. European Journal of Dental Education, 21(4), e119-e125. https://doi.org/https://doi.org/10.1111/eje.12229
Naser-ud-Din, S. (2015). Introducing Scenario Based Learning interactive to postgraduates in UQ Orthodontic Program. Eur J Dent Educ,19(3), 169-176. https://doi.org/10.1111/eje.12118
Naser-ud-Din, S. (2016). Bewertung von unterschiedlichen asynchronen Lehrstilen für das E-Learning in der Kieferorthopädie FAU - Naser-ud-Din, Shazia. Quintessence Publishing Deutschland DJKFO, 1(0945-7917 (Print)).
Poblete, P., McAleer, S., & Mason, A. G. (2020). 3D Technology Development and Dental Education: What Topics Are Best Suited for 3D Learning Resources? Dentistry Journal, 8(3), 95. https://www.mdpi.com/2304-6767/8/3/95