Introduction:
During the final year of the Dentistry Degree at the University of Valencia, students perform dental treatments on pediatric and adolescent patients who visit the Faculty of Medicine and Dentistry. The realization of dental treatments during clinical practice may vary depending on the pathology of the patients seen during the academic year. A key aspect of this subject is the integration of digital diagnostic methods, which have become essential tools in modern dental practice. These technologies allow for more precise and efficient diagnoses, enhancing the quality of care provided to pediatric patients. Digital diagnostic methods include tools such as intraoral cameras, digital radiographs, and 3D imaging systems, all of which help in detecting and diagnosing dental conditions with greater accuracy and less discomfort for the patient. By incorporating these digital tools into clinical practice, students are better prepared to face the challenges of modern dentistry and improve their diagnostic skills. The main objective of this project is to introduce innovative digital diagnostic methods into the training of future dentists, allowing students to develop skills that are crucial for the comprehensive treatment of pediatric patients. Additionally, the use of these technologies contributes to a more sustainable approach to dental care by reducing the need for traditional, more resource-intensive diagnostic tools.

Methodology:
The sample for this study includes all students enrolled in the subject during the academic year 2024-25, as well as all teaching staff associated with the subject. To achieve this, group practices were organized, which took place on the fifth floor of the University of Valencia's Faculty of Medicine and Dentistry. This location is equipped to facilitate direct interaction between students and pediatric patients, allowing students to apply their theoretical knowledge in a clinical setting under the supervision of experienced faculty members.

Results:
The results were evaluated based on assessment surveys completed by students through the virtual learning platform. These surveys were conducted at the end of each practice, ensuring the anonymity of participants and using a Likert scale. The questions addressed various aspects of the practice and collected feedback aimed at improving future editions. The primary purpose of this activity was for the teaching staff to identify a weakness in the subject that had not been addressed in previous innovation projects. It was observed that, on certain occasions, students did not complete all dental treatments due to the variability of pathologies presented by randomly assigned patients throughout the academic year. This variability led to significant differences in treatments performed among different student groups. Additionally, the incorporation of 3D diagnostic imaging tools into clinical practice provided an important aspect of this study. These tools enabled students to improve their diagnostic accuracy and better understand the pathologies they encountered, helping to overcome some of the challenges related to the variability of cases.

Conclusions:
Satisfaction surveys indicated that the introduction of an innovative digital learning approach through the use of 3D diagnostic imaging in the Practicum I for Pediatric Patients subject was highly valued by both students and faculty.

Keywords: Technology, digital 3D, education, training, dentistry.