An Exploratory Study of Tooth Identification Training Using Extracted Teeth Toward Implementation in Dental Anatomy Education

Abstract

 Abstract Objective : Dental anatomy is fundamental for understanding tooth morphology and acquiring tooth identification skills. However, opportunities for dental students to learn directly from extracted teeth have decreased in recent years. This study aimed to explore the educational effectiveness of a tooth identification exercise using extracted teeth donated to the Department of Oral Anatomy, School of Dentistry, Aichi Gakuin University.

 Materials and Methods : Seven of the ten dental students who participated in an extracurricular training program conducted during the summer vacation of 2025 and completed both the pre- and post-training questionnaires were included in the analysis. During the exercise, students first distinguished between deciduous and permanent teeth and subsequently identified the permanent teeth according to (1) tooth type, (2) maxillary or mandibular origin, and (3) rank within the same tooth category. Educational effectiveness was evaluated using 10-point Likert-scale questionnaires. Quantitative data were analyzed descriptively and compared using the Wilcoxon signed-rank test. Responses to open-ended questions were examined by content analysis.

 Results : Five of the seven students reported having little or no prior experience handling extracted teeth. Although students recognized the importance of tooth identification, their self-assessed ability to observe tooth morphology was low before the exercise. Confidence in tooth identification improved significantly from a median score of 4 before the exercise to 8 after the exercise (p＝0.017). Content analysis of open-ended responses revealed increased awareness of morphological variations among teeth, improved understanding of the identification process, and enhanced motivation to learn.

 Conclusion : The tooth identification exercise using extracted teeth may facilitate understanding of morphological variations among teeth and improve students’ confidence in tooth identification. These findings provide preliminary evidence supporting the educational value of incorporating extracted teeth into dental anatomy education.