This study aimed to evaluate dental students’ perceptions of digital technologies after engaging in a CAD/CAM exercise involving scanning, designing, and producing computer-assisted provisional fixed dental restorations. A survey was administered to second-year (pre-D2 and post-D2), first-year (D1, negative control), third-year, and fourth-year students (D3 and D4, positive controls). Only participants from the OSU College of Dentistry who completed both the exercise and the survey were included. Seven items were rated to assess changes in knowledge, skill, interest, perceived importance of technology in dental offices, patients’ view of such technologies, significance of having access to them, and the anticipated frequency of their clinical use. Statistical testing was conducted at a 0.05 significance level. In total, 74 pre-D2 and 77 post-D2 surveys were returned, along with 63 from D1, 43 from D3, and 39 from D4 students. Significant differences were observed in “knowledge” and “skill” between pre-D2 and post-D2, and between pre-D2 and control groups (p < 0.001). Post-D2 participants showed higher “interest” (p = 0.0127) and greater preference for in-office technology (p < 0.05) compared to all controls. Moreover, there were notable differences regarding the perceived importance of technology in offices (p < 0.001) and expected frequency of its use (p = 0.01). No significant changes were found in “patients’ value of technology” and “importance of owning the technology.” Overall, exposure to digital systems in both clinical and educational settings significantly enhanced students’ interest, confidence, and self-perceived competence.
