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Designing nasal prostheses can be challenging because of the unpaired nature of the facial feature, especially in patients lacking preoperative information. Various nose model databases have been developed as a helpful starting point for the computer-aided design of nasal prostheses, but these do not appear to be readily accessible. Therefore, an open-access digital database of nose models has been generated based on a 3-dimensional (3D) morphable face model approach. This article describes the generation of the database, highlights steps for designing a nasal prosthesis, and points readers to the database for future clinical application and research. [ABSTRACT FROM AUTHOR]

Introduction: In UK universities, caries removal teaching utilises plastic teeth. This format does not enable students to learn how to distinguish between tooth layers and caries via tactile feedback. The aim of this study was to assess the applicability of a novel, 3D‐printed carious tooth within caries removal teaching. Materials and methods: Single‐material 3D‐printed teeth containing simulated tactile caries were developed and 14 final‐year undergraduates were briefed to remove caries and minimise damage to healthy tissue within the tooth. Students completed evaluation questionnaires for their opinion of 3D‐printed teeth in comparison to plastic teeth and perceived confidence to subsequently treat patients. Cavity preparation perimeters were measured, using photographs with a standard protocol. Heat map analysis illustrated variation in location and extent of cavity preparations produced by the cohort. Results: Student feedback indicated the 3D‐printed caries exercise was positively received, 71.4% agreed 3D‐printed teeth would have better prepared students for patient treatment; 78.6% rated their preclinical stress/anxiety as 'very high' or 'high' and 57.1% agreed that if preclinical teaching incorporated 3D‐printed teeth, their stress/anxiety when treating their first caries patient would have been reduced. The average perimeter of cavity preparation indicated relative variation, with a maximum perimeter of 19.6 mm and a minimum of 10.7 mm, and a range of 8.9 mm. Discussion: Introducing 3D‐printed teeth into preclinical teaching would allow students to gain confidence in clinically relevant experience in tactile aspects of caries treatment earlier in their training than currently possible. Conclusion: This study demonstrates student acceptance of an alternative caries removal teaching method, with potential to increase aptitude in caries removal in a clinically relevant manner. [ABSTRACT FROM AUTHOR]