Perceptions and Needs Assessment of Digital Dentistry Interdisciplinary Education Among Dental Laboratory Technology Students
Department of Dental Technology, Dongnam Health University, Suwon 16328, Republic of Korea
Oral 2025, 5(4), 79; https://doi.org/10.3390/oral5040079 (registering DOI)
Submission received: 25 May 2025
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Revised: 16 August 2025
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Accepted: 29 August 2025
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Published: 13 October 2025
Abstract
Background/Objectives: This study evaluates students’ awareness and perceptions of interdisciplinary education. It focuses specifically on digital dentistry among students in the Department of Dental Technology. The findings aim to support the development of interdisciplinary courses and programs to enhance students’ skills in response to the growing digitalization of dental healthcare. Methods: A cross-sectional survey was conducted using a 23-item online questionnaire administered to a total of 203 students to collect data on general characteristics, perceptions of interdisciplinary education, the perceived necessity of such education, and the demand for interdisciplinary training, including topics related to CAD/CAM and 3D printing technologies. A t-test was performed to analyze grade-level differences in perceptions. Correlation analysis was conducted between perceptions and digital dental laboratory technology skills. Results: Despite the relatively low level of awareness regarding interdisciplinary education, students expressed a strong perceived need for it. A total of 76.6% of respondents preferred to collaborate with the Department of Dental Hygiene. No clear link exists between students’ perceptions of interdisciplinary education and their digital dental competencies. Practical training is more important than awareness. A significant difference in competencies was seen between lower- and higher-year students, indicating that advanced programs for higher-year students may be effective. Conclusions: Clear guidance on interdisciplinary education can enhance student understanding and acceptance. Interdisciplinary education with the dental hygiene department may increase engagement.
1. Introduction
Integrated education for the training of dental healthcare professionals began in the 1960s, and discussions on its effectiveness started in the late 1970s [1]. The training initially focused on teaching certain procedures to auxiliary personnel, such as dental hygienists and assistants. However, its potential to develop specialized dental professionals through integrated education began to be recognized. By the late 20th century, as interest in prevention for oral health grew, the education of auxiliary personnel in dentistry became a primary focus [2]. In the present era, where the Fourth Industrial Revolution has become a part of daily life, well-trained dental professionals are no longer merely supplementary to dental procedures but are increasingly recognized as essential factors in enhancing the quality of dental care [3,4]. Collaborative education, such as peer team teaching, has primarily been implemented in the educational curricula involving dentists and dental hygienists [5]. However, in the modern dental environment, where digital equipment and systems are used for clinical procedures and the fabrication of various types of dental prostheses [6,7,8], interdisciplinary education in the training of dental hygienists and dental technicians is also essential for the advancement of digital dental technologies.
Interdisciplinary education combines knowledge from multiple fields to promote collaboration and creative problem-solving. It helps learners develop integrated thinking, which is crucial for addressing complex social issues that cannot be solved by a single discipline alone [9]. Discussions on interdisciplinary education to prepare professionals for social change began as early as the 1980s. Through consistent experience with interdisciplinary thinking, students can develop a better understanding of the connections between perspectives from different fields. This also helps enhance their critical thinking and strengthen their self-regulated learning abilities [10]. Therefore, interdisciplinary education has been explored across various fields, including science, arts, business, and health [11]. These efforts aim to connect knowledge from different disciplines to address complex issues more effectively.
In South Korea, since the 2000s, interdepartmental education and interdisciplinary major programs have been actively encouraged [12]. The interdisciplinary education approach of South Korea aims mainly at developing integrated professionals with broad strategic thinking abilities to address the rapidly changing demographic structure [13]. While interdisciplinary education is actively implemented across certain academic fields [14], it remains insufficient within dental-related disciplines.
In response to the increasing digitalization of nearly all aspects of dental treatment, there is a growing need for interdisciplinary education between dental technicians and dental hygienists, in addition to the existing collaborative education between dentists and dental hygienists. If students are able to integrate both theoretical and practical knowledge of digital dentistry through interdisciplinary education, it is expected that they will acquire the diverse skills and knowledge required in the clinical settings during their university education, thus playing a leading role in the dental healthcare field.
The final objective of this study is to assess the basic awareness of interdisciplinary education, as well as the perceptions and demands regarding digital dentistry interdisciplinary education, among students enrolled in the Department of Dental Technology at Dongnam Health University in Suwon, South Korea [15]. The findings will be used to inform the development of interdisciplinary courses and programs within the dental technology curriculum and serve as foundational data for future planning and enhancement of demand-driven curriculum development. Also, recognizing individual learners’ preferences in advance can help prepare interdisciplinary curricula and support meaningful integration and effective learning.
2. Materials and Methods
This study employed a cross-sectional survey design utilizing a non-probability convenience sampling method.
2.1. Subject of Research
The participants of this study comprised all students enrolled in the Department of Dental Technology at Dongnam Health University, located in Suwon, Gyeonggi Province, Republic of Korea. The study included students ranging from freshmen currently receiving education according to the curriculum to third-year students in their final year, as well as students who had graduated from the associate degree program and entered the advanced program for specialized education. Participation in the survey was limited to students currently enrolled, with those on a leave of absence, those who had withdrawn, and students from other departments excluded from the study. The required sample size of 177 was calculated using the online sample size calculator provided by Nownsurvey (Sample Size Calculator; ELIMNET Co., Ltd., Seoul, Republic of Korea), based on a 95% confidence level, a 5% margin of error, and a total population of 324, which represented the number of students enrolled in the Department of Dental Technology at the time of the survey. After excluding 13 incomplete or invalid responses, a total of 203 completed questionnaires were included in the final analysis.
2.2. Research Tool
2.2.1. Survey Procedure
The survey, which required approximately 10 min to complete, was administered over a total of 21 school days. The researcher posted a recruitment notice on the departmental bulletin board between 30 September and 31 October 2024. It comprised 23 items aimed at assessing perceptions and needs regarding integrated education in digital dentistry. Participants were invited to complete the survey voluntarily by accessing an online questionnaire via a URL or QR code. Upon accessing the survey platform, participants were provided with a detailed explanation of the study and asked to give informed consent before proceeding. All responses were collected anonymously. Consent was obtained through a designated question embedded within the online survey, and only those who affirmatively agreed to participate were included in the study sample. Responses from participants who chose to discontinue the survey voluntarily were excluded from analysis. The survey posed no risk of physical or psychological harm and was designed to minimize any burden on the participants.
2.2.2. Survey Assessment Tool
The questionnaire used in this study is provided in the Supplementary Materials (File S1: Survey Questionnaire). The questionnaire included 3 items on the general characteristics of the participants, 5 items on their awareness of integrated education, 3 items on their perceived necessity of integrated education, 3 items on the demand for integrated education, and 9 items related to their current status and utilization competency of CAD/CAM and 3D printer training. With the exception of the demand-related items, which allowed multiple responses, all items were answered using a Likert scale appropriate to the type of question. The Cronbach’s alpha for the perception of interdisciplinary education questionnaire was 0.705.
2.3. Data Analyses
All survey responses obtained in this study were analyzed using R version 4.4.3 for Windows (R Foundation for Statistical Computing, Vienna, Austria). Descriptive statistics and frequency analyses were performed to examine dental technology students’ perceptions, needs, and general characteristics related to integrated education in digital dentistry. A χ2 (chi-square) test was conducted to investigate the perceived necessity and demand for integrated education according to levels of awareness. To assess the validity of the survey structure and the internal consistency of the items, reliability analysis using Cronbach’s α was performed. Welch’s t-test (independent samples t-test) was applied to identify differences in responses based on academic year and awareness levels, accommodating unequal sample sizes and unequal variances in comparative groups. Correlation analyses were carried out to explore relationships among survey items and to further verify the internal consistency of the construct. To analyze differences in digital skills between groups across the grade levels, both independent samples t-tests and one-way analysis of variance (ANOVA) were applied. To compare differences in perceptions of interdisciplinary education and digital integration competency across clinical experience levels, the Mann–Whitney U test, a nonparametric statistical method particularly suitable for when data deviate from a normal distribution, was employed. For post hoc comparisons, Tukey’s honestly significant difference (HSD) test was conducted. A significance level of p < 0.05 was applied to all statistical tests.
3. Results
3.1. Information of the Study Participants
Figure 1 illustrates the distribution of all 203 study participants. Regarding clinical work experience, 10 respondents, all in their fourth year, reported such experience. It was assumed that students in their first through third years, who had not yet obtained their associate’s degree in health professions and were therefore ineligible to work in related fields, either responded with ‘less than one year’ of experience or did not provide a response.
3.2. Findings from the Survey Responses
3.2.1. Perceptions of Digital Dentistry Interdisciplinary Education
The responses to the items related to the perception of interdisciplinary education in digital dentistry are presented in Table 1.
The responses to the item regarding knowledge of interdisciplinary education revealed that 50.7% of the students indicated they were not well informed about it. In contrast, only 4.4% reported being familiar with or having a strong understanding of interdisciplinary education, highlighting the generally low level of awareness. Furthermore, only 6.9% of students indicated they were aware or had a thorough understanding, while 93.1% either answered that they were unsure or did not know the purpose. In terms of previous or current experience with interdisciplinary education, only 5.9% of respondents reported having participated in such an education. Notably, 32.5% of students indicated they were unfamiliar with past experiences, and 64.5% were unaware of the current status of interdisciplinary education. These findings further emphasize the low level of awareness and experience among the survey respondents regarding inter-disciplinary education.
3.2.2. Needs of Digital Dentistry Interdisciplinary Education
The results of the survey item regarding the need for interdisciplinary education are summarized in Table 2.
Despite the relatively low level of awareness regarding interdisciplinary education, only 6.4% of students in the dental technology program responded that it was “not necessary at all” or “not necessary”. Excluding the 43.3% of students who answered “neutral”, 50.3% of students expressed a strong perceived need for interdisciplinary education. This suggests that, despite the relatively low awareness of interdisciplinary education, there is significant recognition of its importance.
In terms of the expected outcomes of interdisciplinary education, respondents indicated benefits such as gaining experience in new academic fields, enhancing creative integration skills, and strengthening employability. However, over half of the respondents identified the primary benefit as an improvement in knowledge related to the duties of dental technicians.
When asked about preferred methods for the implementation of interdisciplinary courses, 55.7% of students expressed a preference for these courses to be offered as elective courses within the major. In contrast, 18.2% preferred the courses to be mandatory within the major, and 19.2% favored offering them as general education courses.
3.2.3. Demands of Digital Dentistry Interdisciplinary Education
The survey results related to the demand for interdisciplinary courses in digital dentistry are presented in Table 3.
A total of 76.6% of students expressed preference for collaboration with the Department of Dental Hygiene (Figure 2). This reflects an interest in the Department of Dental Hygiene, which plays a vital role in the dental healthcare team. The question allowed multiple responses regarding areas where integrated education is needed in relation to the duties of dental technicians. Fundamental dental technology courses, such as oral anatomy, dental morphology, and dental morphology practice, received the highest demand. The results of the multiple-response frequency analysis indicate that students perceived integration with dental hygiene and education related to scanning (SCAN) and implant technologies as the most important.
3.2.4. Current Status of Digital Dentistry Utilization Skills
The final category assessed the current state of CAD/CAM and 3D printer education and respondents’ proficiency in using these technologies, as shown in Table 4. Among the respondents, excluding the 10 students who had enrolled in the advanced major program after graduation, 177 out of 193 students, or 87.2%, reported having received CAD/CAM education, despite lacking clinical experience. When asked about their experience with digital equipment, 46.9% and 48.6% of the students indicated they had received training in model scanning and designing, respectively. A total of 107 students, or 52.7%, responded that they could perform model scanning.
Regarding scanning tasks, 85.1% of respondents reported being able to perform model scanning, a task closely related to the dental prosthesis manufacturing process. However, fewer students—less than 30%—reported being able to perform scanning with oral scanners or impression scanners.
In terms of designing dental prosthetics with CAD software, 31.5% of students responded positively, and 9.9% reported being very confident in their ability. In the context of creating inlay/crown/cap prosthetics, 78.5% of respondents indicated that they could use CAD to design the prosthesis.
In contrast to the responses regarding CAD usage, only about 20% of respondents stated that they were capable of using CAM software, milling machines, and 3D printers, while approximately 50% reported being unable to perform these tasks. Only 20.2% of respondents indicated their ability to perform post-processing of prostheses using CAM, and just 6.9% expressed strong confidence. In response to the question regarding the feasibility of CAM post-processing, coloring, and staining, only 31.6% of respondents indicated that these processes are possible.
3.3. Statistical Analysis
3.3.1. Analysis of Reliability and Validity
The reliability of the survey instrument was verified through internal consistency analysis. The items related to perception of interdisciplinary education demonstrated acceptable reliability with a Cronbach’s α of 0.705, while the items measuring digital dentistry integration competency showed high reliability with a Cronbach’s α of 0.810. Construct validity was assessed through exploratory factor analysis (EFA). For the items related to perception, factor loadings ranged from 0.46 to 0.93, indicating strong loadings and supporting the construct validity of the item group. Similarly, for the section related to digital dentistry coursework, factor loadings ranged from 0.43 to 0.89, confirming construct validity and appropriate item composition.
3.3.2. Comparative Analysis Between Groups
To examine the differences in perceptions based on academic year and digital dental technology competence, the respondents were divided into two groups: students from three-year college programs and those from the bachelor’s degree advanced major programs. To assess the differences by academic year, a Welch’s t-test was conducted, which is suitable when the variances between the two groups are unequal (Table 5). The difference in perceptions of interdisciplinary education across academic years was not statistically significant. However, regarding digital dental technology competence, fourth-year students scored significantly higher than first- to third-year students.
The perception of interdisciplinary education was classified into upper 50% and lower 50% groups based on the median value to determine the existence of statistically significant differences between the groups (Table 6). The upper 50% group consisted of 101 participants, while the lower 50% group included 102 participants. The difference in digital dental technology competence between the groups with high and low levels of perception was not statistically significant.
A chi-square analysis was conducted to examine whether students’ levels of perception of interdisciplinary education were associated with significant differences in their need for and demand for it (Table 7). No statistically significant differences were found in any of the items related to their need for interdisciplinary education, preferred program of study, or format of digital dental interdisciplinary education according to students’ perceptions.
3.3.3. Correlation Analysis Between Perception and Digital Dental Technology Competence
A correlation analysis was conducted to examine the relationship between perception of digital dental interdisciplinary education and digital dental technology competence (Table 8). The analysis included three survey questions related to perception and four survey questions related to digital dental technology competence. Survey questions 5 and 6, which assessed perception of digital dentistry, showed a high correlation, indicating strong internal consistency among the questions. Similarly, in the domain of digital dental technology competence, the correlation coefficients between the questions ranged from 0.564 to 0.785, demonstrating a strong correlation. These findings suggest excellent internal consistency among the questions in both domains. Despite this, no statistically significant correlation was found between the perception of digital dental interdisciplinary courses and digital dental technology competence.
4. Discussion
4.1. Interpretation of Findings
This study conducted a survey to explore students’ perceptions, needs, and demand for digital dentistry interdisciplinary education. The findings indicate that while students’ awareness of interdisciplinary education was relatively low, their demand for such education was high. No significant differences were found between the survey groups, and no correlation was established between students’ perceptions and their demand for interdisciplinary education.
In the early stages, interdisciplinary education in the dental field primarily involved training dental professionals to delegate supportive tasks in the clinical process to auxiliary personnel, such as dental hygienists and dental assistants, through one-sided instruction [15]. There have been reports on quantitative factors, such as changes in the number of dental professionals, including dentists, dental hygienists, and dental assistants, as well as training costs and the number of graduates or completers. In addition, there is growing consensus that dental education plays a crucial role in developing a well-trained dental healthcare team [3,16]. Through peer team teaching experiences, dental school students began to recognize dental hygienists as collaborators, which led to improved attitudes toward specialized nursing. This resulted in positive changes in mutual perceptions between the two professions. Furthermore, patients expressed satisfaction with the dentist-dental hygienist team-based care approach [17,18]. Moreover, based on studies indicating that interdisciplinary education in the dental field contributes to overall improvements in clinical conditions, the effectiveness of such education has been confirmed. Despite being conducted in a limited number of institutions, the results demonstrate high satisfaction with its impact. Additionally, the value of standardized education, shared learning, and collaborative training among dental staff was reaffirmed.
Existing interdisciplinary education in the dental field has traditionally been limited to dentists and dental hygienists [19]. However, future dentists who have been exposed to CAD/CAM training within dental school curricula have shown a high degree of adaptability to the integration of digital technology into clinical practice [20]. Additionally, they tend to perceive the use of educational software in practical exercises, such as tooth preparation, as beneficial and useful [21]. The widespread adoption of digitalization has extended into the dental field, influencing not only the clinical processes within dental practices but also the integration of digital workflows in dental laboratory tasks, significantly impacting the efficiency of dental treatments. In the current system, where nearly the entire process is digitalized, it is believed that interdisciplinary education involving dentists, clinical staff, and dental technicians will contribute to improving the quality of dental care.
In dental care, collaboration between dental hygiene and dental technology has become essential, particularly with the advancement of digital dental technologies. However, research and practical implementation of interdisciplinary education in these fields remain insufficient to date. Developing interdisciplinary professionals with expertise in multiple fields is key to addressing today’s challenges. This is particularly significant in South Korea, which is entering an ultra-aged society due to its ultra-low birth rate. The role and purpose of interdisciplinary education are closely linked to the cultivation of innovative professionals capable of overcoming the existential challenges posed by the nation’s demographic crisis [22,23]. In South Korea, there have been proposals for interdisciplinary education in the beauty sector, integrating fields such as photography and video, culture, arts, design, broadcasting, health and welfare, and chemical engineering. However, there has been no implementation of interdisciplinary education between the essential auxiliary fields of dental hygiene and dental technology, which are crucial for dental treatment [14].
The dental technology department of the university where the participants of this study were enrolled is a technical college that, starting in 2023, has increased its freshman intake capacity to 120 students in both the first and second years, with a class size of 80 students in the third year. Upon completing the three-year program, students are eligible to take the national dental technician certification exam in South Korea. Additionally, graduates of the three-year program can obtain a bachelor’s degree by completing a one-year advanced specialized program. The admission capacity for the fourth-year advanced specialization program is 20 students.
Among the students surveyed, 31% had never heard of the concept of interdisciplinary education, and 50.7% were unfamiliar with its meaning, indicating a relatively low level of awareness regarding interdisciplinary education (Table 1). However, despite this, 50.3% of the respondents acknowledged the need for such education, suggesting that, even with limited awareness, there is a recognized demand for interdisciplinary education. Although students seem to have a vague sense of the importance of integrated education, information about its format, methods, goals, and career relevance is not effectively communicated. To deal with this, career lectures, curriculum briefings, and best practices can be used to clearly explain the content and value of interdisciplinary education. Highlighting expected outcomes, such as exposure to new disciplines, enhanced creative thinking, and improved job competitiveness, may also increase student interest. Since theoretical explanations alone have limitations, providing hands-on experiences through short lectures, workshops, or field visits can stimulate curiosity and offer positive engagement.
A total of 64.8% of respondents indicated a preference for including fundamental dental technology subjects, such as oral anatomy and dental morphology, within interdisciplinary education. This suggests that incorporating visual aids, which have received positive feedback in basic dental education, could enhance the effectiveness of interdisciplinary courses. For example, using three-dimensional models and interactive learning tools, similar to 3D puzzles, could significantly improve the educational outcomes in these collaborative courses [24].
The highest proportion of students expressed a preference for interdisciplinary education with the Department of Dental Hygiene (Table 3). This likely reflects the recognition of dental hygienists as essential members of the dental healthcare team, as well as the understanding that effective communication with the dental team is crucial to produce high-quality dental prostheses. This can be interpreted as their awareness of the close relationship between dental technicians’ work and dental hygiene, and the need for collaboration in the workplace. Considering students’ demands and the needs of dental practice, it would be beneficial to consider developing a practice-oriented curriculum. Adopting simulation training and team projects that reflect dental practice scenarios involving collaboration between dental technicians and dental hygienists may help enhance practical integrated competencies. For example, an integrated training program could include a process where a dental technician designs a prosthesis using oral scanner data, and a dental hygienist explains and applies it to the patient. Another approach involves analyzing the curricula of both departments to identify essential basic knowledge and skills shared by both, effectively incorporating them into an integrated education program. For instance, fundamental courses, such as oral anatomy or dental morphology, could be collaboratively operated. Given this, the development of interdisciplinary courses between the dental technology and dental hygiene departments would be valuable if digital dentistry-related courses were introduced in the future. This aligns with previous research suggesting that understanding individual learners’ preferences in advance helps prepare them for interdisciplinary education. It also supports more effective learning outcomes [9].
Students evenly selected areas such as removable dental prosthetics, fixed dental prosthetics, orthodontic appliances, and aesthetic restorations as fields requiring interdisciplinary education in dental technology. By integrating these widely used clinical practices into interdisciplinary curricula, students could acquire the diverse skills and knowledge required in the clinical setting during their academic training [25,26,27]. This would enable them to take a proactive role in the dental healthcare field upon entering clinical practice.
Among 193 students enrolled in the three-year program, 87.2% reported receiving CAD/CAM training despite lacking clinical experience (Table 4). This appears to be a result of digital dentistry integration in the university’s curriculum. Specifically, the second-year clinical practice course in the dental technology program involves sending students to dental laboratories or clinics, where they are exposed to introductory digital dentistry technologies, such as model scanning and 3D printing. However CAD/CAM education is provided, students may have limited hands-on experience with actual equipment. Practical training with key digital tools, such as intraoral scanners, CAD/CAM software, milling machines, and 3D printers, should be significantly expanded. Fewer students reported being able to perform post-processing, coloring, and staining—tasks related to the final stages of prosthetic fabrication. More students were familiar with earlier steps, such as model scanning and 3D printing. This discrepancy likely arises from the fact that these finishing processes have not yet been fully incorporated into their training at this stage. The results suggest the effectiveness of the current educational approach and can serve as a valuable reference for future curriculum development aimed at advancing digital dentistry interdisciplinary education. The high demand for such education is expected to serve as a foundational reference for the development and implementation of digital interdisciplinary courses within the dental technology program. Further research is needed to explore in greater detail the specific courses students are interested in and their preferences for other disciplines to be integrated into the curriculum.
The classification of groups by academic year was based on the university’s academic system to which the participants belonged. Despite significant differences in group sizes when considering the absolute number of students, a Welch’s t-test (appropriate for non-normally distributed samples) was conducted. The results show no significant difference in perceptions across academic years; however, the higher-year group demonstrated a digital dental technology competency score that was 1.21 points higher (p < 0.001), indicating the need for a structured and systematic progression in the curriculum. Additionally, a cross-analysis of groups formed by splitting perceptions based on the median revealed that the level of awareness regarding interdisciplinary courses had no significant impact on the need, expected outcomes, or operational forms. This suggests that there is little need to differentiate the curriculum based on students’ perceptions. In additional analysis, the groups were divided based on clinical experience into those with 1 year and those with 2 or more years of experience, and a non-parametric test was conducted. The results show no statistically significant findings, with perception (p = 0.9014) and digital competency (p = 0.9959) values indicating no meaningful differences. The clinical experience variable was not suitable for analyzing clear differences due to sample imbalance. Future studies will require revalidation through the acquisition of a sufficient sample size. This study was conducted with students from a specific department; therefore, additional research targeting students from different majors or departments is needed to verify the generalizability of the effectiveness of interdisciplinary education.
4.2. Limitations
Using convenience sampling is a weakness, as it can cause bias and limit how well the results apply to a wider population. The lack of representativeness and normal distribution within the sample also limited the scope of statistical analysis. While these issues were partially reduced through the use of appropriate analytical methods, future studies should employ more robust sampling strategies to enhance the representativeness of the target population. The convenience-based grouping method using the median as a criterion requires further investigation with a more statistically valid approach in future studies. Demographic variables of the participants were not collected, and no pilot testing was conducted to refine the survey instrument. The study lacked a validity assessment of the survey tool. Furthermore, this study relied exclusively on quantitative survey data. To gain a deeper understanding of students’ needs and perceptions, future research should incorporate qualitative methods, such as interviews or open-ended questions, through the collaborative work of multiple experts.
5. Conclusions
Despite several limitations, this study reached the following conclusions:
Although the students had little clinical experience, their exposure to digital dental technology was relatively high. Despite students’ low perception of, and low perceived need for, interdisciplinary courses, there was high demand for such courses. The surveyed students’ most preferred department for interdisciplinary education was the dental hygiene department. There was a need to develop an integrated curriculum in collaboration with the Department of Dental Hygiene, which would better align with student needs. This finding holds significance as foundational data for the development and implementation of demand-driven interdisciplinary courses related to digital dental technology in the future. This study served as a pilot for the development of such an interdisciplinary curriculum, and further collaborative research with dental hygiene education experts is required.
Supplementary Materials
The following supporting information can be downloaded at https://www.mdpi.com/article/10.3390/oral5040079/s1. The complete survey questionnaire is provided in the Supplementary Materials (File S1).
Funding
This research received no external funding.
Institutional Review Board Statement
The study was conducted in accordance with the Declaration of Helsinki and approved by the Institutional Review Board of Dongnam Health University (1044371-202409-HR-006-01, approved on 23 September 2024).
Informed Consent Statement
Informed consent was obtained from all subjects involved in the study.
Data Availability Statement
The raw data supporting the conclusions of this article will be made available by the author on request.
Conflicts of Interest
The author declares no conflicts of interest.
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Figure 1.
Percentages of participants by year in the program and experience in professionally related areas.
Figure 1.
Percentages of participants by year in the program and experience in professionally related areas.
Figure 2.
Preferred majors for interdisciplinary education.
Table 1.
Percent distribution of responses to the questions regarding perceptions of digital dentistry interdisciplinary education.
Table 1.
Percent distribution of responses to the questions regarding perceptions of digital dentistry interdisciplinary education.
| Question | Answer Options | Response Count | Response Percent |
|---|---|---|---|
| Have you heard of interdisciplinary education? | None at all | 63 | 31.0 |
| Heard of it once or twice | 71 | 35.0 | |
| Heard of it frequently | 11 | 5.4 | |
| Not sure | 58 | 28.6 | |
| Total | 203 | 100.0 | |
| Do you know what interdisciplinary education is? | Not familiar | 103 | 50.7 |
| Slightly familiar | 40 | 19.7 | |
| Neutral | 51 | 25.1 | |
| Moderately familiar | 7 | 3.4 | |
| Very familiar | 2 | 1.0 | |
| Total | 203 | 100.0 | |
| Are you familiar with the objectives of interdisciplinary education? | Not familiar | 104 | 51.2 |
| Slightly familiar | 37 | 18.2 | |
| Neutral | 48 | 23.6 | |
| Moderately familiar | 13 | 6.4 | |
| Very familiar | 1 | 0.5 | |
| Total | 203 | 100.0 | |
| Have you taken any Interdisciplinary courses? | Yes | 12 | 5.9 |
| No | 125 | 61.6 | |
| Not know | 66 | 32.5 | |
| Total | 203 | 100.0 | |
| Are interdisciplinary education courses available in the curriculum you are currently enrolled in? | Yes | 7 | 3.4 |
| No | 65 | 32.0 | |
| Not know | 131 | 64.5 | |
| Total | 203 | 100.0 |
Table 2.
Percent distribution of responses to the questions regarding needs of digital dentistry interdisciplinary education.
Table 2.
Percent distribution of responses to the questions regarding needs of digital dentistry interdisciplinary education.
| Question | Answer Options | Response Count | Response Percent |
|---|---|---|---|
| Do you believe interdisciplinary education is necessary in the field of dental technology? | Not necessary at all | 3 | 1.5 |
| Not necessary | 10 | 4.9 | |
| Neutral | 88 | 43.3 | |
| Necessary | 82 | 40.4 | |
| Very necessary | 20 | 9.9 | |
| Total | 203 | 100.0 | |
| What educational outcomes do you expect from interdisciplinary education in dental technology? | Experience in new fields of study | 32 | 15.8 |
| Enhancement of creative and interdisciplinary skills | 14 | 6.9 | |
| Strengthening of employability | 36 | 17.7 | |
| Improvement of knowledge related to dental technology | 117 | 57.6 | |
| Others | 4 | 2.0 | |
| Total | 203 | 100.0 | |
| How would you prefer interdisciplinary education in dental technology to be structured if it were offered? | Liberal Arts | 39 | 19.2 |
| Non-degree programs | 9 | 4.4 | |
| Elective courses | 113 | 55.7 | |
| Required courses | 37 | 18.2 | |
| Others | 5 | 2.5 | |
| Total | 203 | 100.0 |
Table 3.
Percent distribution of responses to the questions regarding demand for digital dentistry interdisciplinary education.
Table 3.
Percent distribution of responses to the questions regarding demand for digital dentistry interdisciplinary education.
| Question | Answer Options | Response Count | Response Percent |
|---|---|---|---|
| If interdisciplinary education was implemented in the dental technology curriculum, which academic fields would you prefer it to integrate with? (Multiple responses allowed.) | Nursing | 21 | 10.7 |
| Physical Therapy | 10 | 5.1 | |
| Radiologic Science | 23 | 11.7 | |
| Emergency Medical Technology | 12 | 6.1 | |
| Occupational Therapy | 4 | 2.0 | |
| Dental Hygiene | 151 | 76.6 | |
| In relation to the dental technology curriculum, if interdisciplinary education were to be introduced, which courses would you prefer it to be applied to? (Multiple responses allowed.) | Fixed Prosthodontics | 45 | 22.6 |
| Fixed Prosthodontics Laboratory | 41 | 20.6 | |
| Removable Prosthodontics | 34 | 17.1 | |
| Removable Prosthodontics Laboratory | 34 | 17.1 | |
| Complete Denture Prosthodontics | 36 | 18.1 | |
| Complete Denture Prosthodontics Laboratory | 36 | 18.1 | |
| Orthodontic Technology | 30 | 15.1 | |
| Orthodontic Technology Laboratory | 31 | 15.6 | |
| Dental Implant Prosthodontics | 75 | 37.7 | |
| Dental Implant Prosthodontics Laboratory | 74 | 37.2 | |
| Dental Ceramics | 20 | 10.1 | |
| Dental Ceramics Laboratory | 20 | 10.1 | |
| Fundamental Dental Technology Courses (e.g., Oral Anatomy, Dental Morphology, Dental Morphology Laboratory, etc.) | 129 | 64.8 | |
| Regarding the duties of a dental technician, in which areas of work do you think interdisciplinary education is necessary? (Multiple responses allowed.) | Fabrication of removable dental prostheses | 90 | 45.2 |
| Fabrication of orthodontic dental prostheses | 71 | 35.7 | |
| Fabrication of aesthetic dental prostheses | 112 | 56.3 | |
| Fabrication of fixed dental prostheses | 101 | 50.8 |
Table 4.
Current status of CAD/CAM and 3D printer training and utilization skills.
| Question | Answer Options | Response Count | Response Percent |
|---|---|---|---|
| Have you undergone training in dental CAD/CAM? | Yes | 177 | 87.2 |
| No | 26 | 12.8 | |
| Total | 203 | 100 | |
| In which areas have you received training? (Multiple responses allowed.) | 3D printing/3D print | 18 | 10.3 |
| Scanning/model scan | 82 | 46.9 | |
| Designing/design | 85 | 48.6 | |
| Milling | 9 | 5.1 | |
| None | 1 | 0.6 | |
| Are you fully familiar with the model scanning process and capable of utilizing it? | Strongly disagree | 5 | 2.4 |
| Disagree | 19 | 9.4 | |
| Neutral | 72 | 35.5 | |
| Agree | 80 | 39.4 | |
| Strongly agree | 27 | 13.3 | |
| Total | 203 | 100 | |
| In which areas of work are you able to perform scanning? (Multiple responses allowed.) | Oral scanning | 44 | 21.8 |
| Impression scanning | 53 | 26.2 | |
| Model scanning | 172 | 85.1 | |
| Unable to perform scanning tasks | 4 | 2.0 | |
| Other | 4 | 2.0 | |
| Are you able to design dental restorations using CAD software? | Strongly disagree | 10 | 4.9 |
| Disagree | 15 | 7.4 | |
| Neutral | 94 | 46.3 | |
| Agree | 64 | 31.5 | |
| Strongly agree | 20 | 9.9 | |
| Total | 203 | 100.0 | |
| Which types of dental prostheses are you able to fabricate using dental CAD software? (Multiple responses allowed.) | Orthodontics | 16 | 9.8 |
| Full denture | 24 | 14.7 | |
| Implant | 68 | 41.7 | |
| Inlay/crown/cap | 128 | 78.5 | |
| Partial denture | 28 | 17.2 | |
| Temporary crown | 74 | 45.4 | |
| Laminate | 11 | 6.7 | |
| Surgical stent | 7 | 4.3 | |
| Other | 2 | 1.2 | |
| Are you able to output teeth designs created using CAM software through milling or 3D printer? | Strongly disagree | 28 | 13.8 |
| Disagree | 73 | 36.0 | |
| Neutral | 60 | 29.6 | |
| Agree | 27 | 13.3 | |
| Strongly agree | 15 | 7.4 | |
| Total | 203 | 100.0 | |
| Are you able to perform post-processing on teeth fabricated through the CAM process? | Strongly disagree | 33 | 16.3 |
| Disagree | 47 | 23.2 | |
| Neutral | 68 | 33.5 | |
| Agree | 41 | 20.2 | |
| Strongly agree | 14 | 6.9 | |
| Total | 203 | 100 | |
| Are you able to perform coloring or staining of zirconia crowns? | Strongly disagree | 35 | 17.2 |
| Disagree | 42 | 20.7 | |
| Neutral | 62 | 30.5 | |
| Agree | 47 | 23.2 | |
| Strongly agree | 17 | 8.4 | |
| Total | 203 | 100 |
Table 5.
Differences in perception and digital dental technology competence by academic year.
| Perception of Interdisciplinary Education | Digital Dental Technology Competence | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| Year of Study | Sample Size | Mean (S.D.) | t | df | p-Value a | Mean (S.D.) | t | df | p-Value a |
| From the first to the third year | 197 | 1.805 (0.48) | 1.429 | 10.281 | 0.183 | 2.835 (0.67) | −5.001 | 10,239 | <0.001 |
| Fourth Year (advanced Major program) | 6 | 1.5 (0.41) | 4.05 (0.35) | ||||||
a Calculated by a Welch’s t-test.
Table 6.
Differences in digital dental technology competence based on perception of interdisciplinary education.
Table 6.
Differences in digital dental technology competence based on perception of interdisciplinary education.
| Perception Classification | Sample Size | Mean (S.D.) | t | df | p-Value a |
|---|---|---|---|---|---|
| Upper 50% | 101 | 2.956 (0.69) | 1.031 | 196.74 | 0.304 |
| Lower 50% | 102 | 2.828 (0.65) |
a Calculated by a Welch’s t-test.
Table 7.
Differences in the need for and demand for interdisciplinary education based on perception levels.
Table 7.
Differences in the need for and demand for interdisciplinary education based on perception levels.
| χ2 | p-Value a | |
|---|---|---|
| Need for Interdisciplinary Education | 4.683 | 0.3215 |
| Format of Interdisciplinary Education | 2.109 | 0.7158 |
| Preferred Program of Interdisciplinary Education | 2.450 | 0.6536 |
a Calculated by a chi-square test.
Table 8.
Correlation coefficient between perception and digital dental technology competence.
| Q5 | Q6 | Q18 | Q20 | Q22 | Q23 | |
|---|---|---|---|---|---|---|
| Q4 | 0.429 | 0.412 | 0.059 | 0.073 | 0.120 | 0.118 |
| Q5 | 1.000 | 0.825 ** | 0.058 | 0.186 | 0.171 | 0.155 |
| Q6 | 1.000 | 0.099 | 0.201 | 0.157 | 0.161 | |
| Q18 | 0.399 | 0.319 | 0.404 | |||
| Q20 | 0.611 ** | 0.564 ** | ||||
| Q22 | 0.785 ** |
** p < 0.05.
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Lee, Y. Perceptions and Needs Assessment of Digital Dentistry Interdisciplinary Education Among Dental Laboratory Technology Students. Oral 2025, 5, 79. https://doi.org/10.3390/oral5040079
AMA Style
Lee Y. Perceptions and Needs Assessment of Digital Dentistry Interdisciplinary Education Among Dental Laboratory Technology Students. Oral. 2025; 5(4):79. https://doi.org/10.3390/oral5040079
Chicago/Turabian StyleLee, Yoomee. 2025. "Perceptions and Needs Assessment of Digital Dentistry Interdisciplinary Education Among Dental Laboratory Technology Students" Oral 5, no. 4: 79. https://doi.org/10.3390/oral5040079
APA StyleLee, Y. (2025). Perceptions and Needs Assessment of Digital Dentistry Interdisciplinary Education Among Dental Laboratory Technology Students. Oral, 5(4), 79. https://doi.org/10.3390/oral5040079
