Self-directed study and carving tooth models for learning tooth morphology: perceptions of students at the University of Aberdeen, Scotland

Rasha Abu Eid*, Keith Ewan, Jennifer Foley, Yara Oweis, Jaya Jayasinghe

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

13 Citations (Scopus)


Tooth morphology has been taught at the University of Aberdeen Dental School, United Kingdom, through self-directed workshops, using online handouts and tooth models. Tooth carving sessions were recently added to introduce manual skills training through learning tooth morphology at an early stage of the dental course. The aim of this study was to assess students' perception of both teaching modalities to evaluate their usefulness and to allow further course development. The subjects of this study were first-year dental students. Students' opinions were sought upon completion of the tooth morphology sessions using a structured questionnaire that investigated their views about the effectiveness of both learning methods. The results suggest that self-directed workshops represent an effective way of learning tooth morphology; however, the students recommended further development of the course to make it more focused. Although students questioned the value of the carving sessions, they agreed that it helped to develop their manual dexterity, which was one of the main objectives of the exercise. Further review and development of the course is required in addition to follow-up of the students' performance in clinical skills to further elucidate any advantages of tooth carving to advocate it as a mode of learning.
Original languageEnglish
Pages (from-to)1147-1153
Number of pages7
JournalJournal of Dental Education
Issue number9
Publication statusPublished - 1 Sep 2013


  • tooth morphology
  • tooth anatomy
  • carving
  • manual skills
  • dental education
  • educational methodology
  • Scotland
  • dental morphology
  • performance
  • anatomy
  • ability

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