• 대한치과기공학회지
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• 제31권4호
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• pp.55-66
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• 2009

This research collected the curriculum for Dental Technology from a total of 20 schools --3-year colleges and 4-year colleges-- all in Korea. And we analyzed the average credits of subjects from students. As a result of this analysis, we get the conclusion below: 1. In the arithmetic mean of the major basis subjects which graduates and undergraduates answered about each subjects; Seminar, Dental morphology I II, Dental morphology practice I II, and Dental devices & instruments don't have many credits. And averages of the major application subjects credits which are Implants(especially low), Occlusal anatomy practice I II, Dental ceramics practice I II, and Dental ceramics practice are low, mostly have a converged tendency in high points. 2. In an analysis of the correlation which is based on the major basis subjects: Dental esthetic, oral anatomy I II, Dental materal practice III, Dental casting pracedure, Oral hygiene, Health & medical law, Management administration, and Medical terminology have a meaningful difference. (${\rho}$ < 0.05) 3. In an analysis of the correlation which is based on the major application subjects; Crown and bridge prosthodontics practice IV, Complete denture prosthodontics I II III, Complete denture prosthodontics practice I II III, Dental ceramics I II, Dental ceramics practice I II, Dental ceramics practice IIII, Occlusal anatomy I II, Occlusal anatomy practice I, Operative dentistry laboratory technology I, Operative dentistry laboratory technology practice II, Dental attachment laboratory technology practice, Implants, and Dental laboratory clinical practice have meaningful difference. (${\rho}$ < 0.05) 4. In an analysis of the correlation which is based on the ratio of a theory to an actual training; 40:60(38.57%) is the highest, followed by 30:70(30.04%), 50:50(23.32%), 60:40(5.83%), and 70:30(2.24%). These have meaningful difference. (${\rho}$ < 0.05) 5. In an analysis of the correlation which is based on the distinction of sex: Partial denture prosthodontics practice I II III, Complete denture prosthodontics I II III, Complete denture prosthodontics practice I II III, Occlusal anatomy practice I II, Implants, Medical terminology have meaningful difference. (${\rho}$ < 0.05) For the purpose of training entrepreneurs of middle standing who is required by a future society, Department of Dental Technology's Curriculum need to be managed with planning a curriculum which reflects opinions of graduates, undergraduates and a society, and also are considered not focusing on a supplier but focusing on a user.

• 대한치과기공학회지
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• 제29권2호
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• pp.49-64
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• 2007

This research collected the curriculum for Dental Technology from a total of 20 schools -3-year colleges and 4-year colleges- all in Korea. And we analyzed the average credits of subjects from students. As a result of this analysis, we get the conclusion below: 1. In a distribution which students answered about each subjects; Seminar, Dental morphology I II, Dental morphology practice I II, and Dental devices & instruments don't have many credits and mostly have a converged tendency in high points, according to the arithmetic mean of the major basis subjects. 2. In an analysis of the correlation which is based on the distinction of sex: Complete denture prosthodontics I II III, Dental orthodontics I II, Dental orthodontics practice I II, and Dental orthodontics & practice III have a meaningful difference. ($\rho$< 0.05 ) 3. In an analysis of the correlation which is based on an age The major basis subjects -Introduction to dental technology, Dental esthetic, and Dental casting procedure-, and the major application subjects -Crown and bridge prosthodontics practice, Complete denture prosthodontics, Dental orthodontics, Dental orthodontics practice, and Operative dentistry laboratory technology- have meaningful difference. ($\rho$< 0.05 ) 4. In a correlation coefficient between subjects; The correlation coefficient of the major application subjects is higher than the major basis subjects. According to the student - t, we found that the level of significance is $\rho$< 0.001, which is meaningful. We feel the lack of a limitation which we didn't survey all students who are major in Department of Dental Technology. And we also feel that we'd better to consider not only students who being in college but also graduated students.

• 대한소아치과학회지
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• 제49권3호
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• pp.310-320
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• 2022

이 연구는 유치 치아형태학 실습을 통해 비대면 수업의 학습 효과를 확인하고자 하였다. 유치 치아형태학이라는 과목명으로 60명의 본과 1학년 학생들은 대면으로 실습수업을 받고 55명의 예과 2학년 학생들은 비대면으로 실습수업을 받았다. 5주간의 실습수업 후 학생들은 실습 과제를 제출했다. 비대면 수업의 학습 효과를 평가하기 위해 1명의 평가자가 실습 과제를 채점했고 Mann-Whitney U 검정 및 chi-square 검정을 사용하여 대면 수업과 비교하였다. 연구 결과 대면 수업에서 실습 점수는 77.43 ± 5.97였고 비대면 수업에서 실습 점수는 76.04 ± 5.83이었다. 유치 치아형태학 실습에서 대면 수업과 비교하여 비대면 수업의 유의미한 차이는 관찰되지 않았다(p > 0.05). 이번 연구로 치아형태학 같은 비교적 실습 도구가 간단한 수업에서 비대면 수업이 대면 수업의 대안으로 사용 가능하다는 결과를 얻었다.

• 한국산업융합학회 논문집
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• 제25권5호
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• pp.869-880
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• 2022

This study was conducted on 54 freshmen of the department of dental technology in D University to examine the effect of dental morphological practice mobile application utilization on the students' perception of class and satisfaction with learning. Major results of the study showed that satisfaction and utility towards functions of mobile application strengthened positive perception of dental morphology class, leading to improvement of satisfaction with learning, which suggested that functional convenience and utility in the use of applications were the effective factors for increasing the satisfaction with learning. Those results need to be given important consideration in designing the class using the mobile applications.

• Journal of Korean Dental Science
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• 제16권2호
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• pp.156-163
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• 2023

Purpose: The aim of this study was to evaluate the feasibility of deep learning techniques to classify the morphology and severity of peri-implantitis bone defects based on periapical radiographs. Materials and Methods: Based on a pre-trained and fine-tuned ResNet-50 deep learning algorithm, the morphology and severity of peri-implantitis bone defects on periapical radiographs were classified into six groups (class I/II and slight/moderate/severe). Accuracy, precision, recall, and F1 scores were calculated to measure accuracy. Result: A total of 971 dental images were included in this study. Deep-learning-based classification achieved an accuracy of 86.0% with precision, recall, and F1 score values of 84.45%, 81.22%, and 82.80%, respectively. Class II and moderate groups had the highest F1 scores (92.23%), whereas class I and severe groups had the lowest F1 scores (69.33%). Conclusion: The artificial intelligence-based deep learning technique is promising for classifying the morphology and severity of peri-implantitis. However, further studies are required to validate their feasibility in clinical practice.

• 한국치위생학회지
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• 제8권4호
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• pp.241-250
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• 2008

In this study, specimens such as tongue, supragingival and subgingival biofilm were taken from total 20 scaling subjects who visited the oral prophylaxis practice lab at department of dental hygienics, J Health College in order to observe bacterial distributions and morphology using scanning electron microscopy(sem). as a result, this study came to the following conclusions: 1. According to observation of tongue, supragingival and subgingival biofilm through sem, it is found that there are round colonies of gram-positive cocci and gram-negative bacilli on blood agar medium. 2. The observation of bacterial morphology on dental biofilm through sem, cocci in chain cocci in cluster and bacillus(rod) respectively. 3. For tongue biofilm, it is found that a variety of bacterial species are detected, such as Granulicatolla adiacens(1), Gemella morbillorum(3), Streptococcus mitis(2), Streptococcus sanguinis(1), Aerococcus viridans (2), Streptococcus equinus(1), Leuconostoc spp.(1), Gemella haemolysans (1) and Lactococcus lactis spp.(1) respectively. 4. For supragingival biofilm, it is found that a variety of bacterial species detected, such as Aerococcus viridans(1), Gemella haemolysans(2), Leuconostoc spp.(2), Gemella morbillorum(1) and Pseudomonas fluoescens (1) respectively. 5. For subgingival biofilm, it is found that a variety of bacterial species detected, such as Leuconostoc spp.(1), Staphylococcus lugdunensis(1) and Streptococcus salivarius(1) respectively.

• 대한치과기공학회지
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• 제30권2호
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• pp.93-103
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• 2008

This research is designed for a consumer, not a supplier when it was designed. And the purpose is to present the reference data which is in order to improve the curriculum by analyzing the present subject of the curriculum. The research collected the curriculum for Dental Technology from a total of 20 schools --3-year colleges and 4-year colleges-- all in Korea. And we analyzed the average credits of subjects from students. As a result of this analysis, we get the conclusion below: 1. In a distribution which students answered about each subjects; Dental esthetic, Dental morphology I II, Dental morphology practice I II, and Seminar don't have many credits and mostly have a converged tendency in high points, according to the arithmetic mean of the major basis subjects. 2. In an analysis of the correlation which is based on the distinction of sex; Dental ceramics practice III, Medical terminology, Seminar, and The major basis subjects have a meaningful difference. (${\rho}$ < 0.05) 3. In an analysis of the correlation which is based on an age; The major basis subjects, and the application subjects have meaningful difference. (${\rho}$ < 0.05) 4. In a correlation coefficient between subjects; The correlation coefficient of the major application subjects is higher than the major basis subjects. According to the student ? t, we found that the level of significance is ${\rho}$ < 0.001, which is meaningful. We feel that Department of Dental Technology also highly need to design, and conduct focusing on a consumer who is working at the society, not a supplier. And we need to increase or decrease credits which have a meaningful difference.

• 한국콘텐츠학회논문지
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• 제16권2호
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• pp.546-557
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• 2016

치의학 분야에 입문한 학습자가 치아 형태를 이해하고 임상의 기반 기술을 익히기 위해서는 치아카빙 실습이 필요하다. 치아카빙 실습은 단계별 모델을 필요할 때마다 관찰할 수 있을 때 더 효과적이다. 본 연구의 목적은 치아카빙 실습모형을 제안하고, 카빙 단계에 대한 3D모델링 정보를 제공하는 튜토리얼 방식의 모바일 실습지원도구를 개발하는 것이다. 연구결과 치아카빙 실습 모형은 치아형태학 강의 및 실습을 포함하는 강의실 활동과 학습자의 실습과 일상적 학습을 모바일 실습지원도구로 연계하는 모바일 심리스 러닝 형태로 도출하였다. 모바일 실습지원도구는 치아형태학 사전, 치아카빙 실습 튜토리얼, 3D 치아 모델링으로 구현되었다. 개발된 콘텐츠에 대한 전문가 평가 결과 내용 및 기능이 타당하게 설계된 것으로 분석되었다(내용 타당도: 5.0, 인터페이스 타당도: 4.53). 따라서 개발된 모바일 실습지원도구도구는 치아카빙 실습의 모바일 심리스 러닝을 지원하는 데 적합한 학습도구로 판단된다. 본 연구를 기반으로 치의학 분야에 ICT를 활용하는 수업모형과 지원도구인 모바일 콘텐츠 개발 연구가 촉진되기를 기대한다.

• 대한치과의사협회지
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• 제51권5호
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• pp.255-264
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• 2013

Many concept of occlusion have been introduced in the past, but there isn't any generally accepted unified theory since a single occlusion theory cannot represent the natural perfection, especially considering the difference in clinical experience, the dynamic occlusion, and individual diversity in mastication pattern. NAT(Naturgemasse Aufwachstechnik)/NFR((Natur Funktionsgerechte Rekonstruktion) occlusion is not just a theory on occlusion, but a clinical occlusion that can be practically applied to clinical practice by providing dynamic occlusion adjusted to the individual mastication pattern and biomechanics. This report aims to provide a guide to a clinically biomechanical occlusion through the teamwork of both the dentist and the lab technician by introducing the NAT occlusion through following: reviewing the concept of occlusion in terms of morphology, its correlation with NAT/NFR occlusion, reviewing the limitation of conventional occlusion theories, and introducing the clinical application of NAT/NFR.

• 한국융합학회논문지
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• 제11권10호
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• pp.81-88
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• 2020

본 연구의 목적은 증강현실 기술을 기반으로 상악 우측 중절치의 치아 형태 조각의 반복 실습이 가능한 콘텐츠를 개발하는 것이다. 치아 형태의 단계별 실습을 위해, 1단계부터 16단계까지의 단계별 실습스토리 보드에 의한 근심, 원심, 협면, 설면의 특징을 반영한 단계별 치아 조각 형태를 삼차원 모델링 하였다. 이 자료가 학습자의 모바일 기기 화면상에 출력될 수 있도록 단계별 이미지 마커를 인식하여, 증강현실 어플리케이션으로 사용할 수 있도록 제작하였다. 이를 통해 학습자는 치아 형태 조각 연습을 반복적으로 수행해 완성도 높은 상악 우측 중절치를 조각할 수 있었다. 이 콘텐츠를 이용하여 치아 형태학 강의실 수업과 치의학 입문자의 실습이 함께 연계되어 치아 형태 조각 능력 향상에 기여하고자 한다.