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Scaneamento intraoral digital : curva de aprendizagem baseada na qualidade dos scans : estudo in vitro
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Abstract(s)
Objetivo: Avaliar a curva de aprendizagem na utilização de um scanner intraoral com base na qualidade/precisão dos scans intraorais.
Materiais e Métodos: Nove utilizadores não experientes (UNE) foram simultaneamente instruídos por um utilizador experiente (UE) na utilização de um scanner intraoral. Os UNE realizaram 10 scans (scanner CEREC Primescan®), da arcada superior completa de um modelo dentário padronizado. Foi registado o tempo de aquisição do scan. O UE realizou igualmente o scan e registou-se o tempo de leitura. Foi ainda realizado um scan do mesmo modelo com o scan de laboratório S600 Zirkonzahn®. Avaliou-se estatisticamente as curvas de aprendizagem para os vários participantes, em relação aos valores de referência para o UE e para o scanner de laboratório, para as variáveis % de melhor desempenho (melhordesemp), a área scaneada em mm2/s (area) e a “Root Mean Square” (RMS), que mede a distorção dos scans.
Resultados: Observou-se uma tendência para os valores de melhordesemp e área aumentarem com a repetição dos scans, mas o aumento não foi estatisticamente significativo. O RMS mostrou uma tendência para diminuir ao longo dos 10 scans, mas a redução também não foi estatisticamente significativa. Os valores médios de melhordesemp e área dos 9 participantes ficaram abaixo dos valores de referência para o EU. As curvas de aprendizagem para melhordesemp e área mostram uma grande variabilidade entre os 9 participantes. A curva obtida para a média de RMS dos 9 participantes foi a que apresentou melhor ajuste do modelo (r20,838, p<0,001). Os valores médios de RMS ficaram acima dos do EU e do scanner de laboratório.
Conclusão: Encontrou-se uma grande variabilidade entre os participantes nas curvas de aprendizagem baseadas no desempenho e área, já em RMS os resultados apresentaram menor variabilidade e melhor consistência.
Aim: To evaluate the learning curve in the use of an intraoral scanner based on the quality/precision of the intraoral scans. Materials and Methods: Nine non-experienced users (UNE) were simultaneously instructed by an experienced user (UE) in the use of an intraoral scanner. The UNEs performed 10 scans (CEREC Primescan® scanner) of the complete upper arch of a standardised dental model. The scan acquisition time was recorded. The UE also carried out the scan and the reading time was recorded. The same model was also scanned using the S600 Zirkonzahn® laboratory scanner. The learning curves for the various participants were statistically evaluated in relation to the reference values for the UE and the laboratory scanner, for the variables % best performance (bestsemp), the scanned area in mm2/s (area) and the Root Mean Square (RMS), which measures the distortion of the scans. Results: There was a tendency for the best-ordesemp and area values to increase as the scans were repeated, but the increase was not statistically significant. The RMS showed a tendency to decrease over the 10 scans, but the reduction was also not statistically significant. The mean values for bestordesemp and area of the 9 participants were below the reference values for the EU. The learning curves for bestordesemp and area show great variability between the 9 participants. The curve obtained for the average RMS of the 9 participants was the one that best fitted the model (r20.838, p<0.001). The average RMS values were higher than those of the EU and the laboratory scanner. Conclusion: There was great variability between the participants in the learning curves based on performance and area, while the RMS results showed less variability and better consistency.
Aim: To evaluate the learning curve in the use of an intraoral scanner based on the quality/precision of the intraoral scans. Materials and Methods: Nine non-experienced users (UNE) were simultaneously instructed by an experienced user (UE) in the use of an intraoral scanner. The UNEs performed 10 scans (CEREC Primescan® scanner) of the complete upper arch of a standardised dental model. The scan acquisition time was recorded. The UE also carried out the scan and the reading time was recorded. The same model was also scanned using the S600 Zirkonzahn® laboratory scanner. The learning curves for the various participants were statistically evaluated in relation to the reference values for the UE and the laboratory scanner, for the variables % best performance (bestsemp), the scanned area in mm2/s (area) and the Root Mean Square (RMS), which measures the distortion of the scans. Results: There was a tendency for the best-ordesemp and area values to increase as the scans were repeated, but the increase was not statistically significant. The RMS showed a tendency to decrease over the 10 scans, but the reduction was also not statistically significant. The mean values for bestordesemp and area of the 9 participants were below the reference values for the EU. The learning curves for bestordesemp and area show great variability between the 9 participants. The curve obtained for the average RMS of the 9 participants was the one that best fitted the model (r20.838, p<0.001). The average RMS values were higher than those of the EU and the laboratory scanner. Conclusion: There was great variability between the participants in the learning curves based on performance and area, while the RMS results showed less variability and better consistency.
Description
Dissertação para obtenção do grau de Mestre no Instituto Universitário Egas Moniz
Keywords
Distorção scans intraorais Curva de aprendizagem Scanner intraoral Análise scans 3D