Abstract:

Introduction:
In the field of orthodontics, students enrolled in the Postgraduate Specialization Program at the University of Valencia have traditionally relied on conventional methods such as photographs, cast models and radiographs to diagnose patients and develop treatment plans. Newborns diagnosed with cleft lip and palate and undergoing appliance therapy are referred to our unit for assessment and treatment using established techniques. However, in recent years there have been remarkable advances in technology and equipment, which have greatly improved diagnostic procedures, treatment planning and information exchanges. Therefore, this article outlines a ground-breaking diagnostic approach that incorporates emerging technologies, such as 3D scanning and advanced treatment planning software, into the education and training of postgraduate orthodontic students. The aim is to improve their skills in diagnosing and planning appliances for cleft lip and palate patients.

Methodology:
After the approval of a scientific project from the research group of the University of Valencia, a protocol of innovative strategies was described in the training of students of the Postgraduate program in Orthodontics. The 3D scanning of patients was implemented instead of traditional models and, in parallel, a fully digital workflow was protocolized for the manufacturing of naso-alveolar orthopedic devices (NAM) by an innovative software. In addition, student interest was assessed by the professors, and student interest in the implementation of this new digital protocol was self-evaluated.

Results:
An increased interest was observed by the students after implementing the new methodology in the training of Orthodontic Postgraduate students, along with a notable development in more precise and comprehensive diagnoses and treatment plans. The workflow and storage of information were faster and more efficient. Both the evaluation by the professors of these students and the opinion of the students themselves regarding the new technologies for learning diagnostic and planning techniques were satisfactory. Therefore, by implementing 3D technologies in the training of students for the diagnosis and treatment planning of patients with cleft lip and palate, not only is there greater efficiency and simplicity in procedures, but also a positive evaluation and a better assessment compared to traditional methods.

Conclusions:
The integration of state-of-the-art technologies, focused on digitizing and enhancing the diagnostic and treatment planning processes of people with cleft lip and palate, proves to be a successful approach in the education and training of students. In addition, it offers the clear advantage of extrapolation to the daily clinical practice of these patients, ensuring efficacy and safety.

Keywords:

Education, 3D technologies, innovation.