Artículo Contribución didáctica docente. Revista OACTIVA UC Cuenca.Vol. 10, No. 2, pp. 31 - 36 , Mayo-Agosto, 2025.

ISSN 2588-0624. ISSN Elect. 258802624. Universidad Católica de Cuenca

EDUCATION BASED ON TECHNOLOGICAL RESOURCES

IN DENTISTRY: A PARADIGM SHIFT

Reinoso - Quezada Santiago José*¹ ³

; Velázquez - Pompeyo Rene Ileana¹ ⁴ꢀ ꢀ;ꢀAlvaradoꢀ-ꢀGualpaꢀConieꢀMicaela²⁵ꢀ ꢀ

¹ Unidad de postgrados, American University of Europe, C.P 77500 Cancún, México

Carrera de Odontología, Universidad Católica de Cuenca, C.P 010101 Cuenca, Ecuador

³ https://orcid.org/0000-0002-5597-8909

⁴ https://orcid.org/0000-0001-9367-4861

⁵ https://orcid.org/0009-0008-1159-8307

* sreinoso@ucacue.edu.ec

ABSTRACT

Dentistry is constantly evolving, adopting tools based on digital flow, such as patient scheduling, digital photography,

more efficient and comfortable work areas with equipment adapted to the patient, as well as impression taking em-

ploying scanners (dental molds) that allow the process to be carried out quickly, cleanly and reliably. In addition, the

construction of prosthetic materials (inlays, onlays, veneers, prostheses) can be carried out immediately using 3-D

reproduction equipment, such as Computer-Aided Design Computer-Aided Manufacturing (CAD-CAM). Dental education

must use these tools to train future health professionals in an area that, if neglected, could represent a disadvantage

for professionals in training. Therefore, it is essential to periodically review the curricula and the available evidence to

make the necessary adjustments and meet the demands of the health system and the population. This author proposes

a paradigm shift that should begin with a transforming axis so that the transformed axis receives current, dynamic

knowledge aligned with current trends.

Keywords: Education, dentistry, digital technology.

RESUMEN

La odontología evoluciona constantemente, adoptando herramientas basadas en el flujo digital, como la programación

de pacientes, la fotografía digital, áreas de trabajo más eficientes y cómodas con equipos adaptados al paciente, así

como la toma de impresiones mediante escáneres (moldes dentales) que permiten realizar el proceso de forma rápida,

limpia y fiable. Además, la construcción de materiales protésicos (inlays, onlays, carillas, prótesis) puede realizarse

de forma inmediata utilizando equipos de reproducción en 3D, como el diseño asistido por ordenador (CAD-CAM). La

educación odontológica debe utilizar estas herramientas para formar a los futuros profesionales de la salud en un área

que, si se descuida, podría representar una desventaja para los profesionales en formación. Por ello, es fundamental

revisar periódicamente los planes de estudio y la evidencia disponible para realizar los ajustes necesarios y atender las

demandas del sistema de salud y de la población. Este autor propone un cambio de paradigma que debe partir de un eje

transformador para que el eje transformado reciba conocimientos actuales, dinámicos y alineados con las tendencias

actuales.

Palabras clave: Educación, odontología, tecnología digital

Revista OACTIVA UC Cuenca. Vol. 10, No. 2, Mayo-Agosto, 2025

Reinoso Quezada Santiago y cols.

institutions must develop linkage strategies and colla-

borative programs at the undergraduate and graduate

levels, guaranteeing resources for innovation, science,

technology, and research, thus avoiding the disconnec-

tion between higher education and the productive envi-

ronment.²

INTRODUCTION

Dentistry is a service-oriented profession, which requi-

res that its teaching-learning processes be continuously

adapted to social, demographic, scientific, and techno-

logical changes. This approach aims to train experts with

a comprehensive graduate profile, based on knowledge,

skills, and attitudes aligned with social needs and current

reality. In this context, dental practice is developed in a

constantly evolving digital environment, incorporating

tools based on digital flow that optimize the manage-

ment and execution of clinical procedures. These tech-

nologies include digital scheduling systems, high-preci-

sion clinical photography, and workspaces designed to

improve efficiency and comfort for both the patient and

the professional. In addition, digitalization has revolu-

tionized the taking of dental impressions using intrao-

ral scanners, which allow three-dimensional models to

be obtained quickly, accurately, and hygienically, thus

facilitating the immediate fabrication of prosthetic res-

torations, such as inlays, veneers, and prostheses. This

process is enhanced by advanced three-dimensional

reproduction technologies, such as computer-aided

design and manufacturing (CAD-CAM) and 3D printing,

which optimize precision, quality, and production times

in oral rehabilitation.¹

The training of teachers as strategic learners is the first

link in the adoption of new methodologies since their tra-

ining has a direct impact on the quality of learning.³ The

implementation of technology in dental education not

only responds to a pedagogical need but also facilitates

the adaptation of students to scientific and technological

advances in clinical practice.

Globally, the digitization of dental education has advan-

ced at different rates according to local resources and

needs. One of the biggest challenges is the constant up-

dating of curricula to integrate digital tools into teaching

and professional practice. The effectiveness of this tran-

sition will depend on the technological knowledge of tea-

chers, their disposition towards educational innovation,

and the organizational conditions of each institution.⁴ ⁵

Therefore, a paradigm shift is proposed that must begin

with the transforming axis of the educational process,

ensuring that knowledge is current, dynamic, and based

on current trends.

The dental training should integrate digital tools in the

teaching-learning process to ensure the training of com-

petent professionals. The omission of these resources

could generate gaps that are difficult to overcome in

their academic and clinical development.

Foreign language proficiency.

Constant updating in content

of his/her work area and

teaching techniques.

Information and communication technologies (ICT) play

a central role in educational innovation. The generations

of digital natives, including current students, demand

their strategic incorporation in teaching, which has

prompted dental schools to adopt these tools. However,

it is necessary to evaluate whether their implementation

effectively contributes to the improvement of academic

performance.¹

Current teacher requirements

Keep your research and

publication collection

in a constant flow.

Belong to international

academic or research

networks.

Figure 1. Teacher requirements in today's world. Own ela-

boration.

The Regional Conferences on Higher Education (CRES)

have been convened by the International Institute of

UNESCO (2018) in which important statements are made

about the future of education in Latin America, "It is im-

perative and indispensable that today our institutions of

higher education are actively committed to social, cultu-

ral, political, artistic, economic and technological trans-

formation". We must educate tomorrow's leaders with a

social conscience and with a vocation for Latin American

and Caribbean brotherhood. States and higher education

Criticism of the Educational System in

Dentistry

Despite technological advances, the incorporation of di-

gital tools in dental education remains uneven and slow,

leading to significant disparities in student training. The

lack of access to innovations such as virtual reality or

interactive platforms limits the development of essential

clinical skills, affecting the quality of hands-on learning.

In addition, the traditional educational model continues

Revista OACTIVA UC Cuenca. Vol. 10, No. 2, Mayo-Agosto, 2025

Education based on technological resources

to focus mainly on the technical side of dentistry, lea-

ving aside training in ethics and communication, two

fundamental aspects for an effective relationship with

the patient.⁶

takes place in dental practices, rotations, and clinics,

where students apply their knowledge in direct contact

with patients under teaching supervision.⁸

Impact of Digital Tools on Education

Young dentists, in particular, lack the skills necessary

to clearly and understandably explain new technological

procedures to their patients. This deficiency in commu-

nication education compromises dentists' ability to build

trust, which is crucial for successful treatment. Educa-

tion must evolve to balance both the technical aspect and

the development of interpersonal skills, as comprehensi-

ve training is key to providing quality care and fostering

effective professional relationships with patients.

ICT-based teaching techniques have reduced informa-

tion obsolescence and facilitated access to interactive

educational resources, promoting more effective tea-

ching methodologies.⁹ These tools enhance the develop-

ment of skills in written, graphic, and audiovisual expres-

sion.¹ In addition to enabling the simulation of physical,

chemical, and biological processes in three-dimensional

environments.¹¹ They also improve communication be-

tween teachers and students through synchronous and

asynchronous interactions, favoring the exchange of in-

formation without spatial or temporal limitations.¹²

Another crucial challenge is the limited interdisciplinary

integration with various areas of healthcare. The lack

of a collaborative approach hinders the development of

more effective treatment strategies and the optimization

of healthcare. In addition, this lack of integration hinders

the potential of education that fosters interprofessional,

supported by technology, which could provide a more

comprehensive and enriching approach.⁶

The investigation by Cuello et al. showed that the use

of mobile devices significantly improves the learning of

morphological sciences in medical science students. The

incorporation of these technologies in the teaching-lear-

ning process not only facilitates access to information

but also promotes more interactive, adaptive methodo-

logies, optimizing the understanding and retention of

knowledge.¹³

Paradigm shift

The traditional model of teaching in dentistry faces se-

veral challenges, and one of the most prominent is the

resistance to change on the part of certain teachers. In

my opinion, underinvestment in educational technology

and the lack of continuing education programs for faculty

amplify this gap, especially in regions with limited resour-

ces. It is imperative that, in contemporary dentistry, fu-

ture professionals not only master fundamental knowle-

dge but also become proficient in the use of advanced

technologies. Through the implementation of digital

strategies in teaching, comprehensive training could be

achieved that prepares dentists to meet the challenges

of a globalized and technologically demanding market.

Making a paradigm shift implies a more active adoption

of digital tools in the curriculum, which would not only

improve the quality of education but also ensure that the

dentists of the future are at the forefront of professional

and technological demands.⁷

Information technology (IT) has revolutionized dental

education, facilitating online platforms and virtual simu-

lators that allow students to develop skills in controlled

environments before facing clinical practice.¹⁴ In addi-

tion, learning management systems have gained promi-

nence by integrating interactive tools such as quizzes,

forums, and weekly assignments, fostering autonomy

and more dynamic and personalized learning. This not

only improves academic training but also strengthens

the capacity of future professionals to develop oral heal-

th and prevention programs, reinforcing their impact on

the community.¹⁴ ¹⁵

Given these advances, it is essential to review and up-

date dental curricula based on scientific evidence and

the demands of the health care system. While some im-

provements can be implemented within the educational

institutions themselves, others require structural trans-

formations and inter-institutional collaboration.¹⁶ In this

context, higher education plays a key role in Latin Ame-

rica's development, requiring sustained investment in in-

novation, science, and technology.¹⁷

Education in dentistry is structured in three fundamen-

tal components. First, is theoretical learning, based on

lectures and methodologies such as problem-based

learning (PBL). Second, simulation laboratory training,

where students practice on models following a teaching

demonstration. Finally, the third part is the clinical trai-

ning, which represents the major part of the training and

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Reinoso Quezada Santiago y cols.

Transfer of Knowledge

Personalized Learning

Dental education must evolve with technological advan-

ces to train highly qualified professionals. In this process,

teachers act as agents of change by incorporating digital

competencies in clinical and research teaching. The use

of technological tools, such as interactive anatomical at-

lases and virtual reality simulators, not only improves the

understanding of complex structures but also optimizes

the practice of procedures in a safe environment. Simi-

larly, educational applications facilitate the promotion of

oral hygiene habits and oral disease prevention, adapting

to populations with different literacy levels. These strate-

gies not only modernize teaching but also reinforce equi-

table access to knowledge, fostering a more efficient,

inclusive, and innovation-oriented dental education.¹⁸

I consider it essential to tailor learning to the indivi-

dual needs of students. The use of interactive modules

and clinical cases allows for a deeper understanding of

complex topics and promotes self-paced progress. This

methodology, combined with simulations and hands-on

workshops, reinforces both technical competencies and

interpersonal skills.⁷ ¹⁹

Encourage interdisciplinary collaboration

Throughout my experience, I have observed that digi-

tal platforms that connect professionals from different

disciplines significantly improve coordination in patient

care. By facilitating the exchange of information and a

comprehensive understanding of cases, these tools con-

tribute to more complete and higher quality care.⁷ ¹⁹

Just as a pilot would never fly a plane without first trai-

ning in a high-tech simulator under the supervision of an

instructor, a dental student should not treat a patient wi-

thout rigorous preparation. Simulation in healthcare, su-

pported by technology, is not a luxury, but a necessity. It

allows future professionals to face complex situations in

a safe environment, where error does not put lives at risk

but becomes a valuable lesson. However, technology alo-

ne does not guarantee success. Just as a flight simulator

does not make the pilot, digital resources in dentistry re-

quire the expert guidance of the teacher, who transforms

practice into meaningful learning. This is where the real

paradigm shift occurs: technology does not replace tea-

ching, but rather enhances it, ensuring that new dentists

arrive at the clinic with consolidated skills and a deep un-

derstanding of their role. Training professionals without

taking advantage of these tools is like sending a pilot to

fly without having set foot in a simulator: an unnecessary

risk with irreversible consequences.

Ensuring the Quality of e-Learning

E-learning is an invaluable tool, but it must be supported

by strict technical standards that include verifying that

the content is accurate, updated, and reflects the latest

practices in dentistry. In addition, it is important to per-

form regular evaluations to ensure quality and reliability.

Therefore, platforms should be intuitive and easy to use,

thus enhancing the learning experience for students.²

DISCUSSION

The incorporation of information technology (IT) in dental

education has been the subject of debate in recent years.

While Mattheos et al. (2008) highlight its potential to op-

timize learning, questions persist about its effectiveness

compared to traditional methods. A critical point in this

discussion is the validity of digital simulations versus ac-

tual clinical practice. While virtual patients and 3D models

offer a safe environment to develop skills, their ability to

replicate the complexity of interaction with real patients

remains questionable. Is it possible for dental education

to rely heavily on virtuality without affecting clinical trai-

ning? The literature does not offer a clear consensus but

suggests that a balance between the two methodologies

is key to maximizing the benefits of digitization without

compromising practical teaching.²¹

The integration of innovative tools and modern methodo-

logies is essential to improve the quality of training in an

increasingly complex clinical practice. In this regard, the-

re are several key guidelines that, in my opinion, should

be considered to optimize dental education:

Incorporate simulators and augmented reality.

Muscle memory is enhanced through the use of simula-

tors, repetition of procedures, and interactive platforms,

thus allowing students to become familiar with com-

plex techniques before applying them to patients. This

approach not only promotes the acquisition of practical

skills but also contributes to the reduction of anxiety and

risk associated with practicing in clinical settings.

Updating curricula is another central aspect of the dis-

cussion on dental education. Isbej et al, emphasize the

importance of constantly reviewing and adapting educa-

tional programs to ensure evidence-based decisions.¹⁶

However, while this approach is widely accepted, the

speed at which technologies are evolving poses an ad-

Revista OACTIVA UC Cuenca. Vol. 10, No. 2, Mayo-Agosto, 2025

Education based on technological resources

ditional challenge: Are universities prepared to update

their methodologies as fast as the technological landsca-

pe is changing? The COVID-19 pandemic put this capacity

for adaptation to the test, forcing an abrupt transition

to virtual education, although this modality guaranteed

continuity of learning, it also revealed significant limita-

tions in the teaching of clinical competencies. Thus, the-

re is a need for hybrid models that integrate technology

without undermining the importance of face-to-face tra-

ining, a proposal that, although promising, faces barriers

in terms of infrastructure, teacher training, and equitable

access to digital resources.²²

performance compared to traditional teaching methods,

long-term studies and larger cuts should be studied, but

introductory studies in each area of science should be

the first step, each researcher from his area of expertise

should indica te what are the guidelines to know if these

technologies make education more interesting, attracti-

ve and effective in its transmission to students.

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