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Abstract

Purpose: This study explored dental students’ perceptions of arranging denture teeth in complete denture cases, the impact of digital support on learning strategies, and differences in their experiences based on whether they had access to digital support.

Methods: In this qualitative case study, a total of 14 students were randomly assigned to either the digital or non-digital support group. The digital group performed digital teeth arrangements, followed by manual tooth arrangements, with access to a 3D viewer, 3D-printed model, and instructor feedback. The non-digital group received only instructor feedback. While the sample size was limited, it is consistent with the purpose and depth of exploratory qualitative case study methodology.

Results: Students reported that arranging teeth for patient-specific dentures provided authentic learning experiences, deepening their understanding of laboratory and clinical processes while enhancing motivation and responsibility. The non-digital group encountered difficulties in independently applying theoretical concepts and found peer references of limited usefulness, leading to reliance on supervisor feedback and the search for alternative visual resources. In contrast, digital supports enhanced learning by reinforcing prior knowledge, reducing anxiety, improving three-dimensional understanding, and facilitating reflective practice. Effective denture teeth arrangement with digital support relied on sufficient time, instructor guidance, and structured feedback.

Conclusions: Denture teeth arrangement enhanced students’ understanding and provided a practical learning experience, while the complexity of the task imposed emotional burdens. Digital support increased students’ confidence and promoted three-dimensional understanding and self-reflection. Strategies have been proposed to enhance the educational effectiveness of combining denture teeth arrangement with digital support.

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