Date on Master's Thesis/Doctoral Dissertation


Document Type

Master's Thesis

Degree Name


Cooperating University

University of Louisville


Oral Biology

Degree Program

Oral Biology, MS

Committee Chair

Lin, Wei-Shao

Committee Co-Chair (if applicable)

Harris, Bryan T

Committee Member

Scarfe, William C

Committee Member

Metz, Michael J

Committee Member

Morton, Dean

Author's Keywords

Lava C.O.S.; digital impression; dental education; PVS; Learning curve


The aim of this research was compare the ability of dental students to learn an digital scanner (3M LAVA) and material-based (PVS) impression techniques and to determine attitudes and preferences towards each. D2 dental students (n=25) were recruited and instructed on the use of 3M LAVA and PVS techniques using three pedagogic methods: 1) video lecture (P1), 2) investigator-led demonstration (P2), and 3) independent clinical exercise (P3). The amount of time for each pedagogic method was measured, averaged (± s.d.) and compared using Wilcoxon Signed-Ranks tests. A pre- and post-test was administered assessing their attitudes towards both techniques using a Likert scale and compared using dependent t-tests. Instructional time for 3M LAVA was higher for each pedagogic method (P1; 15.95 vs.10.07 min, p=0.0000: P2; 8.68 vs. 4.51 min, p=0.000: P3; 20.37 vs.14.17, p=0.000). Prior to instruction, students were more familiar with the PVS techniques (3.96 vs. 1.95, p=.0000) and expected both to be similar in difficulty (3.52 and 3.84, p=.106). After instruction, PVS techniques were considered easier to perform than expected (4.08, p=.002) with no change in perceived difficulty for 3M LAVA (3.56, p=.106). 96% of participants expected 3M LAVA to become their primary impression technique in their career.