Martin Starosta is Vice-Dean for Dentistry and Head of Department at the Faculty of Medicine, University of Ostrava.
In What Ways Do You Incorporate Contemporary Digital Tools into Your Teaching?
Contemporary digital advancements have revolutionised dental treatment planning and clinical workflows, making it imperative to introduce students to these tools from their first year of study. This technological shift encompasses a diverse array of procedures that enhance precision and efficiency while arguably improving the overall treatment experience. Diagnostic protocols have expanded beyond traditional 2D imaging, such as intraoral and extraoral X-rays, to include 3D Cone Beam Computed Tomography (CBCT). This technology provides clinicians with a detailed spatial perspective of critical anatomical structures being examined. While it is a cornerstone of modern implantology, CBCT is also frequently utilised in endodontics and for planning complex extractions or autotransplantations. In the case of autotransplantation, CBCT data allows for the creation of 3D-printed replicas, enabling precise pre-operative preparation of the recipient site. This integration not only accelerates the therapeutic workflow but also enhances surgical precision and clinical outcomes. Similarly, this technology is employed to produce surgical guides for implant placement in morphologically challenging areas.
In fields such as prosthetics and orthodontics, intraoral scanners have largely superseded traditional impression-taking methods. These devices utilise compact, handheld cameras to capture digital data of the oral cavity, effectively eliminating the need for conventional trays and materials, which is a significant advancement for patients with sensitive gag reflexes. The scanned data can then be used to produce prosthetic work or invisible braces. This involves integrating software with a manufacturing unit. This system used in dentistry is called CAD/CAM technology. CAD (Computer-Aided Design) software can design the shape of a crown, veneer, or braces, and the CAM (Computer-Aided Manufacturing) unit then produces the required product. For example, it mills the required crown from a ceramic block or uses 3D printing to create a set of invisible braces.
All of these systems are currently in use at Ostrava University Hospital’s teaching clinics, where students integrate them into their clinical practice. Acquiring this expertise is essential for their future careers; without it, they would be at a significant disadvantage in today’s competitive dental market.
