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Algarni YA, Saini RS, Vaddamanu SK, Quadri SA, Gurumurthy V, Vyas R, Baba SM, Avetisyan A, Mosaddad SA, Heboyan A. The impact of virtual reality simulation on dental education: A systematic review of learning outcomes and student engagement. J Dent Educ 2024. [PMID: 38807268 DOI: 10.1002/jdd.13619] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2024] [Revised: 05/09/2024] [Accepted: 05/16/2024] [Indexed: 05/30/2024]
Abstract
PURPOSE Virtual reality (VR) simulations have been increasingly employed to train dental students prior to clinical practice. According to the literature, blended learning designs in the form of VR simulations can be utilized by both dental students and instructors to provide quality education. They can also save time and improve motor skills before students enter clinical stages. Therefore, this study was designed to review the importance of available VR simulators and their impact on student learning and outcomes. METHOD The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines were followed to review the literature systematically, and different databases such as PubMed, ScienceDirect, Cochrane Library, Scopus, and Google Scholar were searched (up to December 2023) for relevant articles using keywords: "virtual reality," "virtual reality simulators," "virtual reality simulation," and "dental education." The Mixed Methods Appraisal Tool was used to assess the study quality. RESULTS After a comprehensive literature search, 1477 research articles were identified, of which 16 were included in the present study. In terms of students' learning outcomes, engagement, and optimal approach, a significant improvement was observed compared to conventional training methods, specifically in their knowledge, performance, confidence, and psychomotor skills. CONCLUSION The findings suggest that VR simulators enhance the overall learning abilities of dental students and should be regarded as an integral component of the current curriculum. However, it is important to recognize that VR simulators cannot fully substitute traditional training methods; rather, they can effectively complement them.
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Affiliation(s)
- Youssef Abdullah Algarni
- Department of Restorative Dental Sciences, College of Dentistry, King Khalid University, Abha, Saudi Arabia
| | - Ravinder S Saini
- Department of Dental Technology, COAMS, King Khalid University, Abha, Saudi Arabia
| | | | | | | | - Rajesh Vyas
- Department of Dental Technology, COAMS, King Khalid University, Abha, Saudi Arabia
| | - Suheel Manzoor Baba
- Department of Restorative Dental Sciences, College of Dentistry, King Khalid University, Abha, Saudi Arabia
| | - Anna Avetisyan
- Department of Therapeutic Stomatology, Faculty of Stomatology, Yerevan State Medical University after Mkhitar Heratsi, Yerevan, Armenia
| | - Seyed Ali Mosaddad
- Department of Research Analytics, Saveetha Dental College and Hospitals, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, India
- Student Research Committee, School of Dentistry, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Artak Heboyan
- Department of Research Analytics, Saveetha Dental College and Hospitals, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, India
- Department of Prosthodontics, Faculty of Stomatology, Yerevan State Medical University after Mkhitar Heratsi, Yerevan, Armenia
- Department of Prosthodontics, School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
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Al Hamad KQ, Said KN, Engelschalk M, Matoug-Elwerfelli M, Gupta N, Eric J, Ali SA, Ali K, Daas H, Abu Alhaija ES. Taxonomic discordance of immersive realities in dentistry: A systematic scoping review. J Dent 2024; 146:105058. [PMID: 38729286 DOI: 10.1016/j.jdent.2024.105058] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2024] [Revised: 05/04/2024] [Accepted: 05/07/2024] [Indexed: 05/12/2024] Open
Abstract
OBJECTIVES This review aimed to map taxonomy frameworks, descriptions, and applications of immersive technologies in the dental literature. DATA The Preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews (PRISMA-ScR) guidelines was followed, and the protocol was registered at open science framework platform (https://doi.org/10.17605/OSF.IO/H6N8M). SOURCES Systematic search was conducted in MEDLINE (via PubMed), Scopus, and Cochrane Library databases, and complemented by manual search. STUDY SELECTION A total of 84 articles were included, with 81 % between 2019 and 2023. Most studies were experimental (62 %), including education (25 %), protocol feasibility (20 %), in vitro (11 %), and cadaver (6 %). Other study types included clinical report/technique article (24 %), clinical study (9 %), technical note/tip to reader (4 %), and randomized controlled trial (1 %). Three-quarters of the included studies were published in oral and maxillofacial surgery (38 %), dental education (26 %), and implant (12 %) disciplines. Methods of display included head mounted display device (HMD) (55 %), see through screen (32 %), 2D screen display (11 %), and projector display (2 %). Descriptions of immersive realities were fragmented and inconsistent with lack of clear taxonomy framework for the umbrella and the subset terms including virtual reality (VR), augmented reality (AR), mixed reality (MR), augmented virtuality (AV), extended reality, and X reality. CONCLUSIONS Immersive reality applications in dentistry are gaining popularity with a notable surge in the number of publications in the last 5 years. Ambiguities are apparent in the descriptions of immersive realities. A taxonomy framework based on method of display (full or partial) and reality class (VR, AR, or MR) is proposed. CLINICAL SIGNIFICANCE Understanding different reality classes can be perplexing due to their blurred boundaries and conceptual overlapping. Immersive technologies offer novel educational and clinical applications. This domain is fast developing. With the current fragmented and inconsistent terminologies, a comprehensive taxonomy framework is necessary.
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Affiliation(s)
- Khaled Q Al Hamad
- College of Dental Medicine, QU Health, Qatar University, Doha, Qatar.
| | - Khalid N Said
- College of Dental Medicine, QU Health, Qatar University, Doha, Qatar; Hamad Medical Corporation, Doha, Qatar
| | - Marcus Engelschalk
- Department of Oral and Maxillofacial Surgery, University Medical Center Hamburg-Eppendorf, Germany
| | | | - Nidhi Gupta
- College of Dental Medicine, QU Health, Qatar University, Doha, Qatar
| | - Jelena Eric
- College of Dental Medicine, QU Health, Qatar University, Doha, Qatar
| | - Shaymaa A Ali
- College of Dental Medicine, QU Health, Qatar University, Doha, Qatar; Hamad Medical Corporation, Doha, Qatar
| | - Kamran Ali
- College of Dental Medicine, QU Health, Qatar University, Doha, Qatar
| | - Hanin Daas
- College of Dental Medicine, QU Health, Qatar University, Doha, Qatar
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Bandiaky ON, Lopez S, Hamon L, Clouet R, Soueidan A, Le Guehennec L. Impact of haptic simulators in preclinical dental education: A systematic review. J Dent Educ 2024; 88:366-379. [PMID: 38044266 DOI: 10.1002/jdd.13426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2023] [Revised: 09/18/2023] [Accepted: 11/03/2023] [Indexed: 12/05/2023]
Abstract
BACKGROUND Haptic technologies have opened a new avenue in preclinical dental education, with evidence that they can be used to improve student performance. The aim of this systematic review was to (1) determine the effect of haptic simulators on motor skill acquisition during preclinical dental training, (2) explore students' perception, and (3) explore the ability of haptic systems to distinguish users based on their initial level of manual dexterity. METHODS A comprehensive search of articles published up to February 2023 was performed using five databases (i.e., PubMed/Medline, ScienceDirect, Web of Sciences, Scopus, and Cochrane Library) and specialized journals. The Preferred Reporting Items for Systematic Review and Meta-Analysis 2020 guidelines were followed, and the risk of bias was assessed. Only studies on the application of haptic simulators in dentistry preclinical training were included. Qualitative synthesis of data was performed, and the protocol was registered in PROSPERO (ID = CRD42022337177). RESULTS Twenty-three clinical studies, including 1303 participants, were included. The authors observed a statistically significant improvement in dental students' motor skills in various dental specialties, such as restorative dentistry, pediatric, prosthodontics, periodontics, implantology, and dental surgery, after haptic training. Haptic technologies were perceived well by all participants, with encouraging data regarding their ability to differentiate users according to their initial level of manual dexterity. CONCLUSIONS Our work suggests that haptic simulators can significantly improve motor skill acquisition in preclinical dental training. This new digital technology, which was well perceived by the participants, also showed encouraging results in discriminating users according to their level of experience.
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Affiliation(s)
- Octave Nadile Bandiaky
- Nantes Université, Oniris, Univ Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, Nantes, France
| | - Serena Lopez
- Nantes Université, Oniris, Univ Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, Nantes, France
- Nantes Université, Le Mans Université, Centre de Recherche en Éducation de Nantes, CREN, Nantes, France
| | | | - Roselyne Clouet
- Nantes Université, Oniris, Univ Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, Nantes, France
| | - Assem Soueidan
- Nantes Université, Oniris, Univ Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, Nantes, France
| | - Laurent Le Guehennec
- Nantes Université, Oniris, Univ Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, Nantes, France
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Ma L, Lai H, Zhao W. Evaluating the Effectiveness of a Virtual Simulation Platform for Apexification Learning. Dent J (Basel) 2024; 12:27. [PMID: 38392231 PMCID: PMC10887995 DOI: 10.3390/dj12020027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2023] [Revised: 01/17/2024] [Accepted: 01/19/2024] [Indexed: 02/24/2024] Open
Abstract
The traditional teaching methods for apexification face difficulties in meeting dental students' practical training needs. Herein, we aimed to find optimal techniques of learning apexification and to evaluate whether a virtual simulation platform for apexification learning was effective. A virtual simulation learning platform for apexification was developed. Ninety-nine 4th-year dentistry students were classified randomly into the control group (Con, receiving conventional teaching) and the experimental group (Exp, receiving virtual simulation teaching). Theoretical tests before (test 1) and after the virtual simulation training (test 2) assessed the effect of learning. In the Exp group, a questionnaire was used to assess student understanding of the virtual simulation platform. In the Exp group, the test-2 scores were significantly better compared those in the Con group (p < 0.001). Furthermore, in the Exp group, the test-2 scores exceeded those of test 1 (p < 0.001). Feedback using the questionnaire covered the evaluation of the Exp group for the virtual reality platform and offered useful suggestions. Applying the virtual simulation learning platform had positive effects on improving learning quality related to apexification.
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Affiliation(s)
- Lan Ma
- Department of Pediatric Dentistry, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-Sen University, Guangzhou 510275, China
| | - Hongbin Lai
- Department of Pediatric Dentistry, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-Sen University, Guangzhou 510275, China
| | - Wei Zhao
- Department of Pediatric Dentistry, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-Sen University, Guangzhou 510275, China
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Fu J, Lao Z, Gao L, Wu S, Huang X, Zhao C, Wang P. Effectiveness of typodont, quail egg and virtual simulation for ultrasonic periodontal scaling teaching among pre-clinical students: a randomized trial. BMC Oral Health 2024; 24:86. [PMID: 38229105 DOI: 10.1186/s12903-023-03767-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Accepted: 12/12/2023] [Indexed: 01/18/2024] Open
Abstract
BACKGROUND This study aimed to compare the efficacy of three different techniques, namely virtual simulation technology (VS), traditional pathological typodont (TT), and quail egg (QE), in pre-clinical training of periodontal ultrasonic scaling. It also aimed to propose an integrated teaching approach for ultrasonic scaling teaching. METHODS This single-blind randomized multi-arm trial enrolled 108 fourth-year students from Guanghua School of Stomatology at Sun Yat-sen University. The participants were randomly, evenly assigned to VS, TT, or QE group. First, the participants received theoretical review on ultrasonic scaling and demonstrative teaching. Then in the 90-minute operation training by group, students used traditional typodont equipped in head-simulators, raw quail eggs, or scaling module of the UniDental VS system respectively. Then all participants practiced on pathological models for 30 min. In the final operation examination, participants were instructed to remove the supra- and sub-gingival calculi pre-set on designated teeth by ultrasonic scalers within 30 min. Their performances were evaluated by residual calculus rate and a multi-perspective scoring scale. After the examination, questionnaires were provided to assess the teaching effects of each method and the fidelity of VS. Statistical analysis was carried out using one-way, two-way ANOVA, and multiple t-test. RESULTS Students in VS group had significant higher total test scores than QE group (87.89 ± 6.81, 83.53 ± 8.14) and TT group (85.03 ± 6.81). VS group scored higher in several dimensional comparisons with the other two groups, especially in difficult situations. QE group had higher scores particularly in force application and supra-gingival scaling. TT group scored the highest in pivot stability practice and body position training. Students gave higher scores when assessing the fidelity of VS than experienced teachers. CONCLUSION The study highlights the importance of specialized pre-clinical training on ultrasonic scaling for dental students. The methods adopted in current study (VS, TT and QE) each offered unique advantages in education, which can be combined to create an integrative teaching procedure. This procedure aims to provide an effective, advisable and normative pre-clinical training procedure for ultrasonic scaling. By utilizing the strengths of each method, dental educators can deliver high-quality training and ensure that students are well-prepared for clinical practice.
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Affiliation(s)
- Jiarun Fu
- Hospital of Stomatology, Sun Yat-Sen University, No.55 Linyuan Xi Road, Guangzhou, Guangdong, 510055, China
| | - Zhentao Lao
- Hospital of Stomatology, Sun Yat-Sen University, No.55 Linyuan Xi Road, Guangzhou, Guangdong, 510055, China
| | - Li Gao
- Hospital of Stomatology, Sun Yat-Sen University, No.55 Linyuan Xi Road, Guangzhou, Guangdong, 510055, China
- Department of Periodontology, Hospital of Stomatology, Sun Yat-sen University, Guangzhou, Guangdong, 510055, China
| | - Shiwen Wu
- Hospital of Stomatology, Sun Yat-Sen University, No.55 Linyuan Xi Road, Guangzhou, Guangdong, 510055, China
| | - Xin Huang
- Hospital of Stomatology, Sun Yat-Sen University, No.55 Linyuan Xi Road, Guangzhou, Guangdong, 510055, China
- Department of Periodontology, Hospital of Stomatology, Sun Yat-sen University, Guangzhou, Guangdong, 510055, China
| | - Chuanjiang Zhao
- Hospital of Stomatology, Sun Yat-Sen University, No.55 Linyuan Xi Road, Guangzhou, Guangdong, 510055, China.
- Department of Periodontology, Hospital of Stomatology, Sun Yat-sen University, Guangzhou, Guangdong, 510055, China.
| | - Panpan Wang
- Hospital of Stomatology, Sun Yat-Sen University, No.55 Linyuan Xi Road, Guangzhou, Guangdong, 510055, China.
- Department of Periodontology, Hospital of Stomatology, Sun Yat-sen University, Guangzhou, Guangdong, 510055, China.
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Koolivand H, Shooreshi MM, Safari-Faramani R, Borji M, Mansoory MS, Moradpoor H, Bahrami M, Azizi SM. Comparison of the effectiveness of virtual reality-based education and conventional teaching methods in dental education: a systematic review. BMC MEDICAL EDUCATION 2024; 24:8. [PMID: 38172742 PMCID: PMC10765860 DOI: 10.1186/s12909-023-04954-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2023] [Accepted: 12/07/2023] [Indexed: 01/05/2024]
Abstract
BACKGROUND AND OBJECTIVES Virtual reality dental simulators as an educational tool may create specific training conditions for dental students, allowing them to practice dental skills in a safe and controlled condition. This study aimed to investigate the effectiveness of virtual reality-based education in dental education compared to traditional education approaches. METHODS In this systematic review, four databases (PubMed, Scopus, Web of Science, and Science Direct) were searched until 2023 following PRISMA guidelines. The Quality assessment and risk of bias were assessed by the Cochrane Collaboration Tool for RCTs and GRADE, respectively. Inclusion criteria were restricted to randomized or quasi-randomized trials about virtual reality efficacy in dental education. Two authors independently evaluated the data and reviewed the overall risk of bias for all selected studies. Study design, sample size, hardware, onset time of intervention, duration, and number of procedures performed were among the data extracted. RESULTS From the 703 titles, 48 full texts were chosen for review, yielding 14 articles for final inclusion. The review of these articles indicated the effective role of virtual reality dental simulators in improving students' knowledge and practical skills. CONCLUSIONS Based on our findings, adding haptic technology to virtual reality can improve students' practical skills, hand skills, theoretical knowledge, self-confidence, and learning environment. Although a fair amount of research needs to be done, notably on cost-effectiveness, student satisfaction, and other potentially adverse effects, virtual reality is a growing phenomenon with immense potential.
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Affiliation(s)
- Hossain Koolivand
- Dental Students' Research Committee, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Mohammad Mahdi Shooreshi
- Dental Students' Research Committee, School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
| | - Roya Safari-Faramani
- Assistant Professor of Epidemiology Department of Epidemiology, School of Health Research Center for Environmental Determinants of Health Research Institute, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Milad Borji
- Faculty Member, Department of Nursing, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Meysam Siyah Mansoory
- Faculty Member, Department of Biomedical Engineering, School of Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Hedaiat Moradpoor
- Associate Professor in Prosthodontics, Department of Prosthodontics, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran.
| | - Masoud Bahrami
- Research assistance, Arak University of Medical Sciences, Arak, Iran
| | - Seyyed Mohsen Azizi
- Medical Education and Development Center, Arak University of Medical Sciences, Arak, Iran
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Serrano CM, Bakker DR, Zamani M, de Boer IR, Koopman P, Wesselink PR, Berkhout E, Vervoorn JM. Virtual reality and haptics in dental education: Implementation progress and lessons learned after a decade. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:833-840. [PMID: 36367342 DOI: 10.1111/eje.12873] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Revised: 09/16/2022] [Accepted: 10/23/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION The search for alternative training environments in dentistry responded mainly to scarcity and lack of standardisation of training material and non-availability of specific clinical procedures. The development of haptic virtual reality (VR) dental trainers provides a platform where irreversible procedures can be safely and unlimitedly practised. The aim of this study was to assess the educational implementation of these devices and evaluate schools' satisfaction. METHODS Dental schools that were using haptic VR dental trainers, were approached. The Dental Trainer User Inventory (DTUI), addressing the educational implementation and users' satisfaction, was developed and distributed. RESULTS Twenty-seven schools completed the DTUI. The total number of VR dental trainers available varied from one to 42 devices with a mean of 7 devices. The dental trainer was mostly made available from the first year (63.0%) of the undergraduate program, but it was mostly integrated into the curriculum by the third year (70.4%). Curricular integration was reported by 18 schools (66.7%), while nine schools (33.3%) indicated that they had not yet achieved integration. Twenty-one schools (69.4%) were 'satisfied' or 'very satisfied' with the devices, while two schools (7.4%) were dissatisfied and six schools (22.2%) were neither satisfied nor dissatisfied. CONCLUSION VR haptic dental trainers are implemented in multiple dental programs and are also being used for educational research and clinical training. Even though curricular changes and teachers' acceptance remain a challenge, most schools are satisfied with VR haptic dental trainers and would recommend the device to other schools.
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Affiliation(s)
- Carlos M Serrano
- Digital Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
- Integrated Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
| | - Dirk R Bakker
- Digital Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
- Integrated Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
| | - Masie Zamani
- Digital Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
| | - Ilse R de Boer
- Digital Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
| | - Pepijn Koopman
- Digital Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
| | - Paul R Wesselink
- Faculty of Dentistry, University of Amsterdam (UvA), Amsterdam, Netherlands
| | - Erwin Berkhout
- Digital Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
| | - Johanna M Vervoorn
- Digital Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
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Patil S, Bhandi S, Awan KH, Licari FW, Di Blasio M, Ronsivalle V, Cicciù M, Minervini G. Effectiveness of haptic feedback devices in preclinical training of dental students-a systematic review. BMC Oral Health 2023; 23:739. [PMID: 37817151 PMCID: PMC10566064 DOI: 10.1186/s12903-023-03410-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Accepted: 09/12/2023] [Indexed: 10/12/2023] Open
Abstract
BACKGROUND Acquisition of psychomotor skills is of utmost importance for competent preclinical restorative dentistry. Recent advancements in haptic feedback technology have been incorporated into preclinical dental education to augment the conventional phantom head-based training. OBJECTIVE This systematic review aims to assess the effectiveness of haptic feedback device, Simodont, in improving the skill development and learning outcomes of dental students during their preclinical training. MATERIALS AND METHODS Electronic databases Web of Science, Scopus, PubMed were searched for relevant studies since inception up until March, 2023. Only English language studies that assessed the effectiveness of haptic feedback devices in preclinical dental education were included. We excluded studies that did not use Simodont as the haptic feedback device or did not involve preclinical restorative work. Study quality was assessed using the revised Cochrane risk of bias tool and ROBINS-I. The primary goal of the study is to evaluate the efficacy of Simodont as a complementary training modality for dentistry students. RESULTS Results from 9 high-quality studies were analyzed and synthesized to evaluate the overall impact of haptic feedback devices on various aspects of preclinical training. The studies were conducted on 826 undergraduate dental students enrolled in various years of their training across dental colleges and universities in different parts of the world. A majority of studies showed some concerns regarding risk of bias. Haptic feedback devices added a new layer to Virtual Reality (VR) through the perception of touch and force feedback. It assisted junior dental students improve their psychomotor skills and movement skills. Instantaneous feedback on the students' performance helped enhance their self-assessment and correction, and also eliminated the subjectivity of evaluation. Data derived from virtual simulators helped stratify dental students and predict their clinical performance, providing an opportunity to tailor the learning process to meet individual diversity in students' expertise. CONCLUSION Based on the limited evidence available, Simodont was effective in preclinical training of dental students, offering advantages such as unlimited reproducibility, objective evaluation of preparation by computer assessment, and cost reduction. And further studies are warranted to explore the incorporation of patient's oral environment simulation for better skill training.
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Affiliation(s)
- Shankargouda Patil
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, 84095, USA.
| | - Shilpa Bhandi
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, 84095, USA
| | - Kamran H Awan
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, 84095, USA
| | - Frank W Licari
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, 84095, USA
| | - Marco Di Blasio
- Department of Medicine and Surgery, University Center of Dentistry, University of Parma, 43126, Parma, Italy.
| | - Vincenzo Ronsivalle
- Department of Biomedical and Surgical and Biomedical Sciences, Catania University, 95123, Catania, CT, Italy
| | - Marco Cicciù
- Department of Biomedical and Surgical and Biomedical Sciences, Catania University, 95123, Catania, CT, Italy
| | - Giuseppe Minervini
- Multidisciplinary Department of Medical-Surgical and Dental Specialties, University of Campania Luigi Vanvitelli, Naples, Italy.
- Saveetha Dental College & Hospitals Saveetha Institute of Medical & Technical Sciences, Saveetha University, Chennai, India.
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Kaluschke M, Yin MS, Haddawy P, Suebnukarn S, Zachmann G. The effect of 3D stereopsis and hand-tool alignment on learning effectiveness and skill transfer of a VR-based simulator for dental training. PLoS One 2023; 18:e0291389. [PMID: 37792776 PMCID: PMC10550175 DOI: 10.1371/journal.pone.0291389] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2022] [Accepted: 08/29/2023] [Indexed: 10/06/2023] Open
Abstract
Recent years have seen the proliferation of VR-based dental simulators using a wide variety of different VR configurations with varying degrees of realism. Important aspects distinguishing VR hardware configurations are 3D stereoscopic rendering and visual alignment of the user's hands with the virtual tools. New dental simulators are often evaluated without analysing the impact of these simulation aspects. In this paper, we seek to determine the impact of 3D stereoscopic rendering and of hand-tool alignment on the teaching effectiveness and skill assessment accuracy of a VR dental simulator. We developed a bimanual simulator using an HMD and two haptic devices that provides an immersive environment with both 3D stereoscopic rendering and hand-tool alignment. We then independently controlled for each of the two aspects of the simulation. We trained four groups of students in root canal access opening using the simulator and measured the virtual and real learning gains. We quantified the real learning gains by pre- and post-testing using realistic plastic teeth and the virtual learning gains by scoring the training outcomes inside the simulator. We developed a scoring metric to automatically score the training outcomes that strongly correlates with experts' scoring of those outcomes. We found that hand-tool alignment has a positive impact on virtual and real learning gains, and improves the accuracy of skill assessment. We found that stereoscopic 3D had a negative impact on virtual and real learning gains, however it improves the accuracy of skill assessment. This finding is counter-intuitive, and we found eye-tooth distance to be a confounding variable of stereoscopic 3D, as it was significantly lower for the monoscopic 3D condition and negatively correlates with real learning gain. The results of our study provide valuable information for the future design of dental simulators, as well as simulators for other high-precision psycho-motor tasks.
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Affiliation(s)
| | - Myat Su Yin
- Faculty of ICT, Mahidol University, Bangkok, Thailand
| | - Peter Haddawy
- Faculty of ICT, Mahidol University, Bangkok, Thailand
| | | | - Gabriel Zachmann
- Computer Graphics and Virtual Reality, University of Bremen, Bremen, Germany
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Joseph D, Davril J, Mortier É, Martrette JM, Tran N, Corne P, Vincent M. Distinguishing skill levels with haptic simulation in restorative dentistry: Myth or reality? EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023. [PMID: 37559186 DOI: 10.1111/eje.12939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 03/20/2023] [Accepted: 07/30/2023] [Indexed: 08/11/2023]
Abstract
INTRODUCTION This study aims to validate that haptic simulator assistance could distinguish skill levels with haptic simulation in restorative dentistry. MATERIALS AND METHODS This work was carried out with 93 first-year, 87 third-year and 44 fifth-year dental students. The promotions of first- and fifth-year dental students made one session to represent the negative and the positive controls, respectively. The third-year dental students were the studied population. Whatever the group, the maximum time for each reparation was restricted to 3 min. All students have to perform the same three exercises. The third-year dental students performed four sessions spread over the whole university year. For each test, the total score provided by the simulator was recorded and analysed. RESULTS The exercises are not discriminating in direct vision while the exercise in indirect vision is very interesting to distinguish the levels of the learners. CONCLUSION The results underline that the exercises in indirect vision could distinguish different profiles of student having different preclinical and clinical levels, while making it possible to follow the acquisition of clinical competence.
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Affiliation(s)
- David Joseph
- École de Chirurgie Nancy-Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
- Départment de Parodontologie, Faculté d'Odontologie de Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
- UMR S1116, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Jeanne Davril
- Départment de Dentisterie Restauratrice et Endodontie, Faculté d'Odontologie de Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Éric Mortier
- Départment de Dentisterie Restauratrice et Endodontie, Faculté d'Odontologie de Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
- CNRS, IJL, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Jean-Marc Martrette
- Faculté de Médecine, EA 3450, Développement, Adaptation et Handicap, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Nguyen Tran
- École de Chirurgie Nancy-Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
- UMR S1116, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Pascale Corne
- Départment de Prothèse, Faculté d'Odontologie de Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Marin Vincent
- Départment de Dentisterie Restauratrice et Endodontie, Faculté d'Odontologie de Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
- CNRS, LEM3, Université de Lorraine, Metz, France
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Kurian N, Varghese VS, Varghese KG, Abraham G. Computer-aided design software-enabled preclinical prosthodontic training: A digital education technique. J Indian Prosthodont Soc 2023; 23:303-305. [PMID: 37929371 PMCID: PMC10467314 DOI: 10.4103/jips.jips_83_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 04/04/2023] [Accepted: 05/13/2023] [Indexed: 11/07/2023] Open
Abstract
The prosthodontics preclinical training modules involve textbook-based two-dimensional (2D) ideal images and practicing on manikin models to emulate ideal tooth preparations and teeth arrangements. Relying solely on 2D images as objectives for preclinical exercises limits the trainee's creative skills to instructions of textbooks and clinical instructions received. With advancements in digital dentistry, dental trainees should have early exposure to the three-dimensional (3D) rendering of ideal preclinical objectives. A dental education technique using computer-aided design software and smartphones is described that will allow 3D rendering of ideal prosthodontic training assignments allowing early exposure to digital dentistry for dental training students.
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Affiliation(s)
- Nirmal Kurian
- Department of Prosthodontics, Christian Dental College, Ludhiana, Punjab, India
| | - Vinaya Susan Varghese
- Department of Conservative Dentistry and Endodontics, Christian Dental College, Ludhiana, Punjab, India
| | | | - George Abraham
- Technical Department, DentCare Dental Lab., Muvattupuzha, Kerala, India
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Yu L, Wang W, Liu Z, Liu Z, Xu Y, Lin Y. Construction of a virtual simulation laboratory for gene detection. BMC MEDICAL EDUCATION 2023; 23:423. [PMID: 37291558 DOI: 10.1186/s12909-023-04401-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Accepted: 05/26/2023] [Indexed: 06/10/2023]
Abstract
OBJECTIVE The current paper aims to discuss the development of a virtual simulation experiment teaching system and review its effectiveness in improving the teaching of clinical skills to college medical students. METHODS Collaborators used 3D Studio Max, Unity 3D and Visual Studio to develop four modules: laboratory thinking training, biosafety training, gene testing and experimental assessment. Teaching was conducted and a virtual software program was used for evaluation of the students. RESULTS The laboratory safety training system, virtual gene experiment system and experimental assessment system were developed. The results of the questionnaire survey show that the software provides good interactivity and guidance. The interest of medical students in study is improved and they received training in clinical experimental thinking. Student evaluation assists their scientific research practice, and can improve the awareness of biosafety. CONCLUSION The virtual simulation experiment teaching system, when applied in the teaching of undergraduate and postgraduate experiment courses, can bring about rapid improvements in the following areas: biosafety awareness, interest in learning about experiments and experimental skills, clinical experimental thinking, and comprehensive experimental ability.
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Affiliation(s)
- Lin Yu
- The First Affiliated Hospital of Guangzhou Medical University, Guangzhou, 510120, China
- KingMed School of Laboratory Medicine, Guangzhou Medical University, Guangzhou, China
| | - Wenjun Wang
- The First Affiliated Hospital of Guangzhou Medical University, Guangzhou, 510120, China
- KingMed School of Laboratory Medicine, Guangzhou Medical University, Guangzhou, China
| | - Zhongmin Liu
- The First Affiliated Hospital of Guangzhou Medical University, Guangzhou, 510120, China
- KingMed School of Laboratory Medicine, Guangzhou Medical University, Guangzhou, China
| | - Ze Liu
- The First Affiliated Hospital of Guangzhou Medical University, Guangzhou, 510120, China
- KingMed School of Laboratory Medicine, Guangzhou Medical University, Guangzhou, China
| | - Yunjian Xu
- The First Affiliated Hospital of Guangzhou Medical University, Guangzhou, 510120, China
- KingMed School of Laboratory Medicine, Guangzhou Medical University, Guangzhou, China
| | - Yongping Lin
- The First Affiliated Hospital of Guangzhou Medical University, Guangzhou, 510120, China.
- KingMed School of Laboratory Medicine, Guangzhou Medical University, Guangzhou, China.
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Kim YK, Kim JH, Jeong Y, Yun MJ, Lee H. Comparison of digital and conventional assessment methods for a single tooth preparation and educational satisfaction. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:262-270. [PMID: 35384190 DOI: 10.1111/eje.12799] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 02/14/2022] [Accepted: 03/08/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Digital feedback for tooth preparation can provide dental practitioners with more objective and accurate evaluations compared to conventional methods. This study aimed to evaluate the educational effect and satisfaction of digital feedback compared with those of the conventional putty index method for tooth preparation. MATERIAL AND METHODS Forty-eight third-grade dental students were selected. All students performed a full-coverage preparation on a right mandibular first molar resin tooth. They were randomly divided into four groups (n = 12)-no guide (control), putty index, digital feedback, and digital and putty index assessment. Three-dimensional analysis was performed using an analysis software (GomInspect 2018, Gom) to evaluate the amount of tooth structure removed. At the end of the practice, the students completed a questionnaire to evaluate the educational satisfaction of the respective methods. RESULTS There was no statistical significance of the amount of preparation amongst groups in most of the measured areas only except for several specific points. Overall occlusal surface showed 0.99 ± 0.27 mm in the N group (no guide) and 1.15 ± 0.31 mm in the D group (digital feedback), and overall axial surface showed no statistical differences (p > .05). The groups that used digital assessment showed a high level of satisfaction compared with conventional assessment. CONCLUSIONS It was difficult to confirm that the digital-based feedback promotes accurate tooth preparation compared to conventional feedback within the limitation of this study. However, it improved educational satisfaction and permitted objective evaluation.
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Affiliation(s)
- Yeong-Kyu Kim
- Department of Prosthodontics, School of Dentistry, Pusan National University, Yangsan, South Korea
| | - Jae-Hoon Kim
- Department of Dental Education, Dental and Life Science Institute, School of Dentistry, Pusan National University, Dental Research Institute, Yangsan, South Korea
| | - Yuwon Jeong
- Oral Research Science Center, Department of Prosthodontics, Yonsei University College of Dentistry, Seoul, South Korea
| | - Mi-Jung Yun
- Department of Prosthodontics, Dental and Life Science Institute, School of Dentistry, Pusan National University, Dental Research Institute, Yangsan, South Korea
| | - Hyeonjong Lee
- Department of Prosthodontics, Yonsei University College of Dentistry, Seoul, South Korea
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Sadeghi HS, Alsaffarini MW, Almahmeed NW, Foaud RM, Kilidar RR, Eldessouky SK, Al-Rawi NH. The impact of reflex-based recreational activities and preclinical training on psychomotor skills in an educational dental environment. J Dent Educ 2023; 87:374-384. [PMID: 36326571 DOI: 10.1002/jdd.13126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Revised: 09/17/2022] [Accepted: 10/04/2022] [Indexed: 11/06/2022]
Abstract
BACKGROUND Participating in recreational activities from a young age may have the potential enhance psychomotor skills early on, and conversely, low levels of participation in these activities may predict slower development of preclinical hand skills. PURPOSE This study aims to evaluate the eye-hand coordination benefits of leisure and reflex-based activities to those of typical instructional techniques among dental students. DATA SOURCES The databases used were PubMed, EBSCOhost, and Scopus. STUDY SELECTION Ten articles were selected from a total of 1135 articles found across three databases. DATA EXTRACTION The articles were screened by four investigators through a series of steps in accordance to inclusion and exclusion criteria and rid of any duplicates. DATA SYNTHESIS The majority of the 10 featured articles were conducted in the United States. All of the research included was cohort observational studies. This systematic review includes a total of 1975 participants from the publications selected for this purpose. RESULTS Manual dexterity may be taught and improved by practice, and tests designed to measure it should be used primarily to pinpoint which students would benefit most from individualized, close supervision during their education. CONCLUSION Researchers found that reflex-based activities helped students develop better hand-eye coordination in a classroom setting. However, more precise dental-related tests and questionnaires can always be developed through further study; doing so would yield a wealth of information that would be immensely useful to the dental sector.
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Affiliation(s)
- Helia S Sadeghi
- Department Oral and Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, Sharjah, UAE
| | - Majd W Alsaffarini
- Department Oral and Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, Sharjah, UAE
| | - Noor W Almahmeed
- Department Oral and Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, Sharjah, UAE
| | - Rafiq M Foaud
- Department Oral and Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, Sharjah, UAE
| | - Rayaheen R Kilidar
- Department Oral and Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, Sharjah, UAE
| | - Sara K Eldessouky
- Department Oral and Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, Sharjah, UAE
| | - Natheer H Al-Rawi
- Department Oral and Craniofacial Health Sciences, College of Dental Medicine, University of Sharjah, Sharjah, UAE
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Philip N, Ali K, Duggal M, Daas H, Nazzal H. Effectiveness and Student Perceptions of Haptic Virtual Reality Simulation Training as an Instructional Tool in Pre-Clinical Paediatric Dentistry: A Pilot Pedagogical Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4226. [PMID: 36901241 PMCID: PMC10001601 DOI: 10.3390/ijerph20054226] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Revised: 02/21/2023] [Accepted: 02/22/2023] [Indexed: 06/18/2023]
Abstract
Simulation training for invasive dental procedures is a core component of the pre-clinical dental curriculum. Besides conventional mannequin-based simulators, dental schools are now incorporating haptic virtual reality simulation (HVRS) devices to facilitate the transition of students from the simulated dental learning environment to the clinical settings. This study aimed to assess student performance and perceptions of HVRS training as a pedagogical tool in pre-clinical paediatric dentistry. After practicing the primary molar pulpotomy procedure on plastic teeth, participants were randomized into test and control groups. Test group students performed the same procedure on a HVRS device, namely the SIMtoCARE Dente®. Subsequently, both the test and control group students attended another conventional pulpotomy simulation session where the quality of their access outline and pulp chamber deroofing steps were evaluated on plastic teeth. After the control group students also experienced the HVRS, all study participants completed a perception questionnaire on their experience. No significant differences were found between the study and control group students for the quantitative parameters assessed. Although the students regarded HVRS to be a useful adjunct to support their pre-clinical training, an overwhelming majority of the students did not consider HVRS to be a replacement for conventional pre-clinical simulation training.
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Affiliation(s)
- Nebu Philip
- College of Dental Medicine, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Kamran Ali
- College of Dental Medicine, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Monty Duggal
- College of Dental Medicine, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Hanin Daas
- College of Dental Medicine, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Hani Nazzal
- College of Dental Medicine, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
- Hamad Dental Center, Hamad Medical Corporation, Doha P.O. Box 3050, Qatar
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Preclinical dental students self-assessment of an improved operative dentistry virtual reality simulator with haptic feedback. Sci Rep 2023; 13:2823. [PMID: 36801901 PMCID: PMC9936106 DOI: 10.1038/s41598-023-29537-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Accepted: 02/06/2023] [Indexed: 02/19/2023] Open
Abstract
To test and evaluate the second installment of DENTIFY, a virtual reality haptic simulator for Operative Dentistry (OD), on preclinical dental students, by focusing on user performance and self-assessment. Twenty voluntary unpaid preclinical dental students, with different background experience, were enrolled for this study. After the completion of an informed consent, a demographic questionnaire, and being introduced to the prototype (on the first testing session), three testing sessions followed (S1, S2, S3). Each session involved the following steps: (I) free experimentation; (II) task execution; S3 also included (III) completion of questionnaires associated with the experiment (total of 8 Self-Assessment Questions (SAQ)); and (IV) guided interview. As expected, drill time decreased steadily for all tasks when increasing prototype use, verified by RM ANOVA. Regarding performance metrics (Comparisons by Student's t-test and ANOVA) recorded at S3, in overall, a higher performance was verified for participants with the following characteristics: female, non-gamer, no previous VR experience and with over 2 semesters of previous experience of working on phantom models. The correlation between the participants' performance (drill time), for the four tasks, and user self-assessment evaluation, verified by Spearman's rho analysis, allowed to conclude that a higher performance was observed in students who responded that DENTIFY improved their self perception of manual force applied. Regarding the questionnaires, Spearman's rho analysis showed a positive correlation between the improvement DENTIFY inputs on conventional teaching sensed by students, also enhancing their interest in learning OD, their desire to have more simulator hours and the improvement sensed on manual dexterity. All participating students adhered well to the DENTIFY experimentation. DENTIFY allows for student self-assessment and contributes to improving student performance. Simulators with VR and haptic pens for teaching in OD should be designed as a consistent and gradual teaching strategy, allowing multiplicity of simulated scenarios, bimanual manipulation, and the possibility of real-time feedback to allow for the student's immediate self-assessment. Additionally, they should create performance reports per student to ensure self-perception/criticism of their evolution over longer periods of learning time.
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Petre AE, Pantea M, Drafta S, Imre M, Țâncu AMC, Liciu EM, Didilescu AC, Pițuru SM. Modular Digital and 3D-Printed Dental Models with Applicability in Dental Education. MEDICINA (KAUNAS, LITHUANIA) 2023; 59:medicina59010116. [PMID: 36676740 PMCID: PMC9861456 DOI: 10.3390/medicina59010116] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Revised: 12/20/2022] [Accepted: 12/30/2022] [Indexed: 01/09/2023]
Abstract
Background and Objectives: The ever more complex modern dental education requires permanent adaptation to expanding medical knowledge and new advancements in digital technologies as well as intensification of interdisciplinary collaboration. Our study presents a newly developed computerized method allowing virtual case simulation on modular digital dental models and 3D-printing of the obtained digital models; additionally, undergraduate dental students' opinion on the advanced method is investigated in this paper. Materials and Methods: Based on the digitalization of didactic dental models, the proposed method generates modular digital dental models that can be easily converted into different types of partial edentulism scenarios, thus allowing the development of a digital library. Three-dimensionally printed simulated dental models can subsequently be manufactured based on the previously obtained digital models. The opinion of a group of undergraduate dental students (n = 205) on the proposed method was assessed via a questionnaire, administered as a Google form, sent via email. Results: The modular digital models allow students to perform repeated virtual simulations of any possible partial edentulism cases, to project 3D virtual treatment plans and to observe the subtle differences between diverse teeth preparations; the resulting 3D-printed models could be used in students' practical training. The proposed method received positive feedback from the undergraduate students. Conclusions: The advanced method is adequate for dental students' training, enabling the gradual design of modular digital dental models with partial edentulism, from simple to complex cases, and the hands-on training on corresponding 3D-printed dental models.
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Affiliation(s)
- Alexandru Eugen Petre
- Department of Prosthodontics, Faculty of Dentistry, “Carol Davila” University of Medicine and Pharmacy, 17–23 Calea Plevnei, 010221 Bucharest, Romania
| | - Mihaela Pantea
- Department of Prosthodontics, Faculty of Dentistry, “Carol Davila” University of Medicine and Pharmacy, 17–23 Calea Plevnei, 010221 Bucharest, Romania
- Correspondence: (M.P.); (S.D.); Tel.: +40-722-387-969 (M.P.); +40-722-657-800 (S.D.)
| | - Sergiu Drafta
- Department of Prosthodontics, Faculty of Dentistry, “Carol Davila” University of Medicine and Pharmacy, 17–23 Calea Plevnei, 010221 Bucharest, Romania
- Correspondence: (M.P.); (S.D.); Tel.: +40-722-387-969 (M.P.); +40-722-657-800 (S.D.)
| | - Marina Imre
- Department of Prosthodontics, Faculty of Dentistry, “Carol Davila” University of Medicine and Pharmacy, 17–23 Calea Plevnei, 010221 Bucharest, Romania
| | - Ana Maria Cristina Țâncu
- Department of Prosthodontics, Faculty of Dentistry, “Carol Davila” University of Medicine and Pharmacy, 17–23 Calea Plevnei, 010221 Bucharest, Romania
| | - Eduard M. Liciu
- Coordinator of the 3D Printing Department, Center for Innovation and e-Health (CieH), “Carol Davila” University of Medicine and Pharmacy, 20 Pitar Mos Str., 010454 Bucharest, Romania
| | - Andreea Cristiana Didilescu
- Department of Embryology, Faculty of Dentistry, “Carol Davila” University of Medicine and Pharmacy, 8 Eroii Sanitari Boulevard, 050474 Bucharest, Romania
| | - Silviu Mirel Pițuru
- Department of Professional Organization and Medical Legislation-Malpractice, Faculty of Dentistry, “Carol Davila” University of Medicine and Pharmacy, 020021 Bucharest, Romania
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Vagg T, Toulouse A, O'Mahony C, Lone M. Visualizing Anatomy in Dental Morphology Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1406:187-207. [PMID: 37016116 DOI: 10.1007/978-3-031-26462-7_9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/06/2023]
Abstract
Tooth morphology is a foundation course for all dental healthcare students including dentists, dental hygiene, dental therapy, and dental nursing students. This chapter explores the conventional and innovative teaching methods to deliver tooth morphology educational modules. The teaching tools are explored with a 2D and 3D lens, with a particular focus on visualization, student understanding, and engagement. Traditional methods of teaching tooth morphology must be complemented with innovative pedagogical approaches in order to maintain student's attention and accommodate their diverse learning methods. Teaching 3D anatomy enables students to visualize and spatially comprehend the link between various anatomical components. Online tests and quizzes motivate students and are also beneficial in preparing students for exams. Online self-examinations offering visualization with 3D teeth enable students to evaluate their knowledge and offers immediate feedback, which aids in the long-term retention of information. These tools can be as efficient as other teaching methods, allowing the students to study at their own pace and with repetition. The authors conclude that blended and innovative teaching methods should supplement student learning and not replace, traditional face-to-face educational methods.
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Affiliation(s)
- Tamara Vagg
- Cork Adult CF Centre, Cork University Hospital, University College Cork, Wilton, Cork, Republic of Ireland
- School of Computer Science and Information Technology, University College Cork, Cork, Republic of Ireland
- HRB Clinical Research Facility Cork, University College Cork, Cork, Republic of Ireland
| | - Andre Toulouse
- Department of Anatomy and Neuroscience, University College Cork, Cork, Republic of Ireland
| | - Conor O'Mahony
- Department of Anatomy and Neuroscience, University College Cork, Cork, Republic of Ireland
| | - Mutahira Lone
- Department of Anatomy and Neuroscience, University College Cork, Cork, Republic of Ireland.
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Dzyuba N, Jandu J, Yates J, Kushnerev E. Virtual and augmented reality in dental education: The good, the bad and the better. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022. [PMID: 36336847 DOI: 10.1111/eje.12871] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2021] [Revised: 06/08/2022] [Accepted: 09/22/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Virtual reality and augmented reality (VR/AR) are becoming established technologies with a wide range of possibilities in various academic fields, including dentistry. The practice of dentistry encompasses a spectrum of skills and knowledge of anatomy, complex technical and clinical skills and sound academic understanding. This review aims to scope the current use of these technologies in dental education, explore their impact on teaching and learning and envisage their potential in this field. MATERIALS AND METHODS The Cochrane Library, PubMed and EMBASE were searched. Cochrane Handbook was used to conduct this systematic review. Inclusion and exclusion criteria were applied; randomised control trials published in English in the last 10 years (2010-2020) were considered and screened independently by two authors. RESULTS Fourteen of 524 studies were included and assessed. The majority of articles describing the use of VR/AR focused on an Undergraduate/General Dental Practitioner audience. Its use in Oral and Maxillofacial Surgery, Endodontics and Restorative dentistry was also described. There is evidence of motor skill acquisition using these systems which is comparative to that of traditional methods. CONCLUSION The use of VR/AR is well established in dental education; most applications relate to undergraduate education as a useful adjunct to dental training. In this article, the breadth of learning in dental education using VR/AR was exploited providing an overview to aid dental education. VR/AR is a useful adjunct to conventional learning in dentistry. However, there are limitations preventing VR/AR widespread use and applications, such as lack of trials, standardisation and accreditation of systems/content.
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Affiliation(s)
- Nikita Dzyuba
- Division of Dentistry, University of Manchester, Manchester, UK
| | - Jai Jandu
- Division of Dentistry, University of Manchester, Manchester, UK
| | - Julian Yates
- Department of Oral and Maxillofacial Surgery, University of Manchester, Manchester, UK
| | - Evgeny Kushnerev
- Academic Clinical Lecturer, Department of Oral and Maxillofacial Surgery, University of Manchester, Manchester, UK
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Hu S, Lai BWP. Increasing empathy for children in dental students using virtual reality. Int J Paediatr Dent 2022; 32:793-800. [PMID: 35146818 DOI: 10.1111/ipd.12957] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/25/2021] [Revised: 01/02/2022] [Accepted: 02/02/2022] [Indexed: 11/26/2022]
Abstract
BACKGROUND Virtual reality (VR) can be used to simulate the viewpoint of a child to allow dental students to experience what a child experiences during a dental visit. AIM The aim of this study was to evaluate the effect of VR simulation on the empathy and comfort managing children among dental students. DESIGN Sixty dental students experienced a VR scenario created for the study. Empathy levels were examined using the Jefferson Scale of Empathy (JSE). A self-administered questionnaire was used to collect information on self-perceived ability, comfort and impact of the intervention. RESULTS There was a significant (p = .004) increase (indicating greater empathy) in JSE scores between pre-intervention (112.35 ± 9.34) and post-intervention (117.64 ± 10.03), which returned to baseline 3 months later (112.72 ± 10.36). Dental students perceived themselves to be more confident at communicating (6.45 ± 1.64 vs. 5.75 ± 1.71, p = .011) and interacting (6.63 ± 1.44 vs. 6.00 ± 1.78, p = .046) with children after the intervention. All (100%) felt that the VR scenarios helped them better empathize with children. Only 30% revisited the scenario after the intervention, and they were significantly more likely (p < .001) to find it helpful for actual clinical sessions. CONCLUSION Virtual reality could be used to improve empathy, self-perceived comfort and ability at managing children in dental students. Yet, they should be encouraged to revise using it to maintain this effect.
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Affiliation(s)
- Shijia Hu
- Faculty of Dentistry, National University of Singapore, Singapore City, Singapore
| | - Bien Wen Pui Lai
- Restorative Department, National Dental Centre Singapore, Singapore City, Singapore
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Ziane-Casenave S, Mauroux M, Devillard R, Kérourédan O. Influence of practical and clinical experience on dexterity performance measured using haptic virtual reality simulator. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:838-848. [PMID: 34990073 DOI: 10.1111/eje.12767] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Revised: 12/15/2021] [Accepted: 12/23/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Development of dexterity, hand-eye coordination and self-assessment are essential during the preclinical training of dental students. To meet this requirement, dental simulators have been developed combining virtual reality with a force feedback haptic interface. The aim of this study was to assess the capability of the VirTeaSy© haptic simulator to discriminate between users with different levels of practical and clinical experience. MATERIALS AND METHODS Fifty-six volunteers divided into five groups (non-dentists, 1st/3rd/final-year dental students, recent graduates) had three attempts to prepare an occlusal amalgam cavity using the simulator. Percentages of volumes prepared inside (%IV) and outside (%OV) the required cavity, skill index and progression rate, referring to the evolution of skill index between trials 1 and 3, were assessed. The dental students and recent graduates completed a questionnaire to gather their opinions about their first hands-on experience with a haptic simulator. RESULTS The results showed no significant difference between the groups at the first attempt. Following the third attempt, the skill index was improved significantly. Analysis of progression rates, characterised by large standard deviations, did not reveal significant differences between groups. The third attempt showed significant differences in skill index and %IV between 1st-year undergraduate dental students and both non-dentists and recent dental graduates. The questionnaire indicated a tendency for dental operators to consider the simulator as a complement to their learning and not a substitute for traditional methods. CONCLUSION This study did not show the ability of a basic aptitude test on VirTeaSy© haptic simulator to discriminate between users of different levels of expertise. Optimisations must be considered in order to make simulation-based assessment clinically relevant.
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Affiliation(s)
- Sophia Ziane-Casenave
- UFR des Sciences Odontologiques, Université de Bordeaux, Bordeaux, France
- UMR 1026 BioTis INSERM, Université de Bordeaux, Bordeaux, France
| | - Marthe Mauroux
- UFR des Sciences Odontologiques, Université de Bordeaux, Bordeaux, France
| | - Raphaël Devillard
- UFR des Sciences Odontologiques, Université de Bordeaux, Bordeaux, France
- UMR 1026 BioTis INSERM, Université de Bordeaux, Bordeaux, France
| | - Olivia Kérourédan
- UFR des Sciences Odontologiques, Université de Bordeaux, Bordeaux, France
- UMR 1026 BioTis INSERM, Université de Bordeaux, Bordeaux, France
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22
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Baechle MA, Gottlieb R, Carrico CK, Brody ER. Practice makes perfect? Association between students' performance measures in an advanced dental simulation course. J Dent Educ 2022; 86:1535-1544. [PMID: 35754008 DOI: 10.1002/jdd.13017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2021] [Revised: 04/07/2022] [Accepted: 05/05/2022] [Indexed: 11/10/2022]
Abstract
PURPOSE This study examines the relationship between student performance measures during practice and exams using advanced dental simulation. METHODS Data from 11 classes of first-year dental students were extracted from Advanced Simulation software (DentSim™) related to Class I and Class II preparations including: total number of practice sessions, average practice score, exam scores, average time preparing teeth during practice/exam, and average time self-evaluating preparations during practice/exam. Comparisons of average practice and exam scores were examined using paired t-test. Relationships between practice/exam measures and exam scores were determined with multiple linear regression. RESULTS Practice mean and exam scores were significantly associated; exam scores were significantly higher in both procedures. Class I: a significant positive relationship exists between both practice and exam measures: The average practice score was significantly associated with exam score (p < 0.001); time spent preparing the exam tooth was negatively associated with the exam score (p < 0.001); conversely, time spent self-evaluating the exam tooth was significantly associated with an increase in exam score (p = 0.0135). Class II: exam score was significantly associated with two practice measures but neither of the exam measures: exam score for Class II mesioocclusal preparation was significantly associated with average practice score (p < 0.001) and the number of practice attempts (p = 0.025). CONCLUSION This study emphasizes the predictive value of novice learners' deliberate, repetitive practice using advanced dental simulation, which enhances self-assessment in early stages of psychomotor skill development. Future studies are needed to demonstrate the translation of these skills into a patient care setting.
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Affiliation(s)
- Mary A Baechle
- Department of General Practice, Virginia Commonwealth University School of Dentistry, Richmond, Virginia, USA
| | - Riki Gottlieb
- Faculty of Dentistry, University of British Columbia, Vancouver, BC, Canada
| | - Caroline K Carrico
- Dental Public Health and Policy, Virginia Commonwealth University, Richmond, Virginia, USA
| | - Erica R Brody
- Research and Education Librarian, Health Sciences Library, Virginia Commonwealth University, Richmond, Virginia, USA
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Karl E, Siddanna GD, Mantesso A. Preclinical assessment of Class IV proximal contacts following different teaching strategies. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:409-415. [PMID: 34520607 DOI: 10.1111/eje.12717] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2020] [Revised: 03/01/2021] [Accepted: 09/01/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Class IV composite restorations are one of the biggest challenges in dentistry. Furthermore, replacing adequate proximal contours on Class IV restorations is crucial for the function and aesthetics. The objective of this study is to assess four different teaching strategies used to improve first-year dental students' Class IV restoration proximal contact performance over a period of 4 years. MATERIALS AND METHODS We assessed four cohorts of first-year dental students who were exposed to four different teaching strategies during the first-year preclinical training over two consecutive academic terms. The four different teaching strategies used were: (a) two waxing exercises (control cohort, strategy 1); (b) digital dentistry and four waxing exercises (strategy 2); (c) four waxing exercises (strategy 3); and (d) four waxing exercises and live demonstrations (strategy 4). All cohorts were exposed to the same didactic lecture of Class IV restorations. RESULTS Our results showed that all teaching strategies resulted in better student's performance and content retention compared to the control cohort. However, the teaching strategy that resulted in the best pass/fail ratio was the association of waxing exercises with live demonstrations (strategy 4). DISCUSSION Increasing the number of waxing exercises may improve students' performance either alone or associated with different teaching strategies. However, when associated with live demonstrations, waxing exercises have significantly reduced critical errors. CONCLUSIONS Our study demonstrated for the first time the benefits of the affordable and traditional waxing exercises associated with instructor demonstrations as a teaching strategy for first-year dental students.
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Affiliation(s)
- Elisabeta Karl
- Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry, Ann Arbor, MI, USA
| | - Geetha Duddanahalli Siddanna
- Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry, Ann Arbor, MI, USA
| | - Andrea Mantesso
- Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry, Ann Arbor, MI, USA
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Coro-Montanet G, Pardo Monedero MJ, Sánchez Ituarte J, de la Hoz Calvo A. Train Strategies for Haptic and 3D Simulators to Improve the Learning Process in Dentistry Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19074081. [PMID: 35409767 PMCID: PMC8998402 DOI: 10.3390/ijerph19074081] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 03/17/2022] [Accepted: 03/25/2022] [Indexed: 11/16/2022]
Abstract
Dental training faces the growing shortage of extracted teeth and the ethical precepts of Bionot learning on patients and reducing the environmental damage that preclinical trainings generate. Haptic and 3D simulators reproduce pathologies and provide a greater magnification of the processes, reducing water expenditure and pollution, but their curricular integration is complex. Two resources of complementary use (informative written manual and video tutorial) were designed to facilitate the theoretical and technical domain (know how the simulator works and make it work), as well as the advanced management of the simulator (operate the simulator autonomously, without setbacks). After 5 years of using these resources, an evaluative study was conducted with 175 students and 32 teachers. The aim was to assess the student’s perception of knowledge/learning, its statistical relationship with the didactic resources used and compare these results with the teachers’ perception of their students’ knowledge/learning. Spearman’s Rho coefficient and Kolmogorov-Smirnov test were performed. Both students and teachers considered that the technical domain (make the simulator work) was the domain that prevailed the most. There was a tendency for students not to value much the necessity of a specific preparation prior to using the simulator. This tendency resulted in a low level of study of both the written manual and the video tutorial. In conclusion, both students and teachers considered that the best strategy of knowledge/learning was the direct exchange with the simulator.
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Li Y, Ye H, Wu S, Zhao X, Liu Y, Lv L, Zhang P, Zhang X, Zhou Y. Mixed Reality and Haptic-Based Dental Simulator for Tooth Preparation: Research, Development, and Preliminary Evaluation. JMIR Serious Games 2022; 10:e30653. [PMID: 35262501 PMCID: PMC8943556 DOI: 10.2196/30653] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2021] [Revised: 09/24/2021] [Accepted: 10/12/2021] [Indexed: 11/28/2022] Open
Abstract
Background Virtual reality (VR) dental simulators are currently used in preclinical skills training. However, with the development of extended reality technologies, the use of mixed reality (MR) has shown significant advantages over VR. Objective This study aimed to describe the research and development of a newly developed MR and haptic–based dental simulator for tooth preparation and to conduct a preliminary evaluation of its face validity. Methods A prototype of the MR dental simulator for tooth preparation was developed by integrating a head-mounted display (HMD), special force feedback handles, a foot pedal, computer hardware, and software program. We recruited 34 participants and divided them into the Novice group (n=17) and Skilled group (n=17) based on their clinical experience. All participants prepared a maxillary right central incisor for an all-ceramic crown in the dental simulator, completed a questionnaire afterward about their simulation experience, and evaluated hardware and software aspects of the dental simulator. Results Of the participants, 74% (25/34) were satisfied with the overall experience of using the Unidental MR Simulator. Approximately 90% (31/34, 91%) agreed that it could stimulate their interest in learning, and 82% (28/34) were willing to use it for skills training in the future. Differences between the 2 study groups in their experience with the HMD (resolution: P=.95; wearing comfort: P=.10), dental instruments (P=.95), force feedback of the tooth (P=.08), simulation of the tooth preparation process (P=.79), overall experience with the simulation (P=.47), and attitude toward the simulator (improves skills: P=.47; suitable for learning: P=.36; willing to use: P=.89; inspiring for learning: P=.63) were not significant. The Novice group was more satisfied with the simulator’s ease of use (P=.04). There were significant positive correlations between the overall experience with the simulation and the HMD’s resolution (P=.03) and simulation of the preparation process (P=.001). Conclusions The newly developed Unidental MR Simulator for tooth preparation has good face validity. It can achieve a higher degree of resemblance to the real clinical treatment environment by improving the positional adjustment of the simulated patients, for a better training experience in dental skills.
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Affiliation(s)
- Yaning Li
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, National Center of Stomatology, National Clinical Research Center for Oral Diseases, National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing, China.,Beijing Key Laboratory of Digital Stomatology, Beijing, China.,National Health Commission Research Center of Engineering and Technology for Computerized Dentistry, Bejing, China
| | - Hongqiang Ye
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, National Center of Stomatology, National Clinical Research Center for Oral Diseases, National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing, China.,Beijing Key Laboratory of Digital Stomatology, Beijing, China.,National Health Commission Research Center of Engineering and Technology for Computerized Dentistry, Bejing, China
| | - Siyu Wu
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, National Center of Stomatology, National Clinical Research Center for Oral Diseases, National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing, China.,Beijing Key Laboratory of Digital Stomatology, Beijing, China
| | - Xiaohan Zhao
- The State Key Laboratory of Virtual Reality Technology and Systems, School of Computer Science and Engineering, Beihang University, Beijing, China
| | - Yunsong Liu
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, National Center of Stomatology, National Clinical Research Center for Oral Diseases, National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing, China.,Beijing Key Laboratory of Digital Stomatology, Beijing, China
| | - Longwei Lv
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, National Center of Stomatology, National Clinical Research Center for Oral Diseases, National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing, China.,Beijing Key Laboratory of Digital Stomatology, Beijing, China
| | - Ping Zhang
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, National Center of Stomatology, National Clinical Research Center for Oral Diseases, National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing, China.,Beijing Key Laboratory of Digital Stomatology, Beijing, China
| | - Xiao Zhang
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, National Center of Stomatology, National Clinical Research Center for Oral Diseases, National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing, China.,Beijing Key Laboratory of Digital Stomatology, Beijing, China
| | - Yongsheng Zhou
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, National Center of Stomatology, National Clinical Research Center for Oral Diseases, National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing, China.,Beijing Key Laboratory of Digital Stomatology, Beijing, China
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Hattori A, Tonami KI, Tsuruta J, Hideshima M, Kimura Y, Nitta H, Araki K. Effect of the haptic 3D virtual reality dental training simulator on assessment of tooth preparation. J Dent Sci 2022; 17:514-520. [PMID: 35028078 PMCID: PMC8740096 DOI: 10.1016/j.jds.2021.06.022] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Revised: 06/18/2021] [Indexed: 11/29/2022] Open
Abstract
Background/purpose The haptic 3D virtual reality dental training simulator has been drawn attention as a educational strategy in Covid-19 pandemic. The purpose of this study is to investigate the feature of the haptics simulator in comparison with a conventional mannequin simulator by analyzing the assessment of products prepared by dental students using these two kinds of simulator. Materials and methods The subjects were 30 students in the sixth-year classes of the faculty of dentistry. Abutments for a full cast crown were prepared by each subject using two kinds of simulator; one is the haptics simulator and the other is a mannequin simulator. For the resulted products, occlusal surface form, margin design, surface smoothness, taper angle, total cut volume and overall impression were rated by 3 evaluators. Score differences between two simulators were statistically analyzed. Results The kinds of simulator affected subject performance for margin design and total cut volume. The differences in cutting feeling between the simulators as well as variation of stereoscopic ability in subjects were considerable reasons. Evaluators' rating was affected by difference in simulators for occlusal surface form, total cut volume, and overall impression. This may have been due to variation of stereoscopic ability in evaluators. Conclusion The unique characteristics of virtual reality, such as the simulated cutting sensation and the simulated three-dimensional images created by stereo viewers, affect operators' performance and evaluators' rating. It was suggested that educational programs need to be constructed taking account of the characteristics of virtual reality to make the best use of the haptics simulator.
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Affiliation(s)
- Akitaka Hattori
- Educational System in Dentistry, Graduate School of Medical and Dental Science, Tokyo Medical and Dental University, Tokyo, Japan
| | - Ken-Ichi Tonami
- Oral Diagnosis and General Dentistry, Dental Hospital, Tokyo Medical and Dental University, Tokyo, Japan
| | - Jun Tsuruta
- Institution of Education, Tokyo Medical and Dental University, Tokyo, Japan
| | - Masayuki Hideshima
- Dental Clinic for Sleep Disorders (Apnea and Snoring), Dental Hospital, Tokyo Medical and Dental University, Tokyo, Japan
| | - Yasuyuki Kimura
- Oral Diagnosis and General Dentistry, Dental Hospital, Tokyo Medical and Dental University, Tokyo, Japan
| | - Hiroshi Nitta
- Oral Diagnosis and General Dentistry, Dental Hospital, Tokyo Medical and Dental University, Tokyo, Japan
| | - Kouji Araki
- Educational System in Dentistry, Graduate School of Medical and Dental Science, Tokyo Medical and Dental University, Tokyo, Japan
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Impact of the Haptic Virtual Reality Simulator on Dental Students' Psychomotor Skills in Preclinical Operative Dentistry. Clin Pract 2021; 12:17-26. [PMID: 35076504 PMCID: PMC8788270 DOI: 10.3390/clinpract12010003] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2021] [Revised: 12/13/2021] [Accepted: 12/24/2021] [Indexed: 11/22/2022] Open
Abstract
One of the current trends in dental education is to empower dental students on a global platform using advanced technology. Haptic virtual reality simulation (HVRS) is a relatively new technology in the field of teaching and learning operative dentistry. This study aims to assess the impact of haptic virtual reality simulation (HVRS) on dental students’ psychomotor skills acquisition in preclinical operative dentistry. Class I cavity preparations (CP) were performed at baseline by 21 novice dental students on plastic teeth. Duration of CP was recorded and cavity features were evaluated and scored. Then, students were exposed to HVRS training on CP. Another Class I CP was performed by each student on plastic teeth after HVRS training, then evaluated, and the duration was recorded. There was a statistically significant decrease in CP performance time after HVRS training (p < 0.001) and an increase in the mean total marks of CP after HVRS training (p < 0.001). The change in the students’ performance in the CP displayed a statistically significant improvement after HVRS training in smoothness of the pulpal floor (p = 0.047), pulpal floor direction (p = 0.029), buccal, lingual, and mesial wall direction (p = 0.004, p = 0.025, p = 0.002), mesial and distal wall smoothness (p = 0.01, p = 0.001), internal line angle (p = 0.024), and internal point angle (p = 0.029). Overall improved performance in psychomotor skills was found after HVRS training. It could be beneficial to incorporate HVRS training early in pre-clinical operative dentistry courses as an adjunct to conventional phantom head training.
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Zhang J, Xing J, Zheng M, Sheng J, Zhang K, Zhang B. Effectiveness of virtual simulation and jaw model for undergraduate periodontal teaching. BMC MEDICAL EDUCATION 2021; 21:616. [PMID: 34906125 PMCID: PMC8672555 DOI: 10.1186/s12909-021-03064-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2021] [Accepted: 12/01/2021] [Indexed: 05/16/2023]
Abstract
BACKGROUND The current study explored the effect of virtual simulation and jaw model on development of preclinical periodontal skills in undergraduate students. The study also sought to explore effectiveness of VR in periodontal preclinical training and determine adequate performance mode in basic periodontal education to improve future preclinical training strategies. METHODS Sixty volunteer sophomores and juniors from the stomatology department in Lanzhou university were enrolled to the current study. Participants were randomly assigned into four groups (each group, n = 15) including the traditional jaw model group (Group J) which was the control group, virtual reality group (Group V), virtual-jaw group (Group V-J), and jaw-virtual group (Group J-V). Participants received training on uniform basic periodontal knowledge before completing the first theoretical assessment. Participants further underwent a total 8 h of operation training and completed a second theoretical assessment. Performance of participants was evaluated using the supragingival scaling processes, and clinical operation scores were graded by a blinded professional using an established standard scoring system. RESULTS The findings showed no significant difference in the first theoretical outcomes between the four groups (P > 0.05). The scores of the second theoretical assessment were significantly improved for the V-J and J-V groups (60.00 ± 4.47, 58.33 ± 4.35) compared with the scores of the first theoretical exam (49.67 ± 4.81, 48.00 ± 4.93, P < 0.05). The operation process scores of students in Group V-J and J-V (72.00 ± 5.92; 70.00 ± 3.05) were significantly higher compared with the scores in the other two groups (V: 61.67 ± 7.85; J: 60.67 ± 2.58). The scaling process performance of students in Group V-J and J-V (53.00 ± 3.05; 63.40 ± 4.39) was improved compared with that of students in the other two groups (V: 41.90 ± 5.23; J: 47.40 ± 4.31). CONCLUSION The findings show that combination of virtual reality and jaw model during periodontal preclinical training increases students' grades and improves acquiring of professional skills. Findings from the current study indicate that the jaw model should be applied prior to virtual reality to ensure high efficacy.
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Affiliation(s)
- Jie Zhang
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
- Hospital of Stomatology, Lanzhou University, Lanzhou, 730000, China
- Gansu Province Key Lab of Maxillofacial Reconstruction and Intelligent Manufacturing, Lanzhou, 730000, China
| | - Jiawei Xing
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Min Zheng
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Jie Sheng
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Kailiang Zhang
- School of Stomatology Lanzhou University, Lanzhou, 730000, China.
- Hospital of Stomatology, Lanzhou University, Lanzhou, 730000, China.
- Gansu Province Key Lab of Maxillofacial Reconstruction and Intelligent Manufacturing, Lanzhou, 730000, China.
- Gansu Province Clinical Research Center for Oral Diseases, Lanzhou, 730000, China.
| | - Baoping Zhang
- School of Stomatology Lanzhou University, Lanzhou, 730000, China.
- Hospital of Stomatology, Lanzhou University, Lanzhou, 730000, China.
- Gansu Province Key Lab of Maxillofacial Reconstruction and Intelligent Manufacturing, Lanzhou, 730000, China.
- Gansu Province Clinical Research Center for Oral Diseases, Lanzhou, 730000, China.
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Leung ALS, Yeung C, Chu S, Wong AWY, Yu OY, Chu CH. Use of Computer Simulation in Dental Training with Special Reference to Simodont. Dent J (Basel) 2021; 9:125. [PMID: 34821589 PMCID: PMC8623901 DOI: 10.3390/dj9110125] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2021] [Revised: 10/07/2021] [Accepted: 10/19/2021] [Indexed: 11/30/2022] Open
Abstract
Simulation-based dental education has been increasingly implemented in dental training. Virtual reality simulators are being explored as an adjunct to dental education. Simulation-based dental education could serve as a powerful aid to preclinical instruction. This article provides an overview of how dental simulators can be used in dental instruction and manual dexterity training, utilizing the Simodont dental trainer as a reference. The Simodont dental trainer provides a platform for students to hone their manual dexterity skills and practice repeatedly prior to conventional clinical simulations. Additionally, it can reduce resource wastage. However, the financial cost of setting up and maintaining the system can be high. The high cost would ultimately limit the number of devices each individual school could afford, as a potential drawback to meeting the training needs of many dental students at one time. The machine's force-feedback mechanism provides trainees with the tactile experience of drilling into various tissues. Students are empowered via self-learning and assessment, with guidance provided for diagnosis and treatment. From training students on basic operative skills to providing basic aptitude tests for entrance examinations, the Simodont dental trainer's functions and potential for further development may make it a valuable tool in the field of simulation-based dental education.
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Affiliation(s)
| | | | | | | | | | - Chun-Hung Chu
- Faculty of Dentistry, The University of Hong Kong, Prince Philip Dental Hospital, 34 Hospital Road, Sai Ying Pun, Hong Kong, China; (A.L.-S.L.); (C.Y.); (S.C.); (A.W.-Y.W.); (O.Y.Y.)
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Effectiveness of Virtual Reality and Interactive Simulators on Dental Education Outcomes: Systematic Review. Eur J Dent 2021; 16:14-31. [PMID: 34428851 PMCID: PMC8890935 DOI: 10.1055/s-0041-1731837] [Citation(s) in RCA: 36] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022] Open
Abstract
In recent years, virtual reality and interactive digital simulations have been used in dental education to train dental students before interacting with real patients. Scientific evidence presented the application of virtual technology in dental education and some recent publications suggested that virtual and haptic technologies may have positive effects on dental education outcomes. The aim of this systematic review was to determine whether virtual technologies have positive effects on dental education outcomes and to explore the attitudes of dental students and educators toward these technologies. A thorough search was conducted in PubMed, Scopus, MEDLINE (via EBSCO), The Cochrane Library (via Wiley), Web of Science Core Collection (via Thomson Reuters), and Dentistry and Oral Science source (via EBSCO) using the keywords (student, dental) AND (education, dental) AND (virtual reality) OR (augmented reality) OR (haptics) OR (simulation) AND (dentistry) OR (dental medicine). The quality of the reported information was assessed following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement for systematic reviews. A total of 73 publications were considered for this review. Fifty-two of the selected studies showed significant improvement in educational outcomes and virtual technologies were positively perceived by all the participants. Within the limitations of this review, virtual technology appears to improve education outcomes in dental students. Further studies with larger samples and longer term clinical trials are needed to substantiate this potential positive impact of various virtual technologies on dental education outcomes.
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Iosif L, Ţâncu AMC, Didilescu AC, Imre M, Gălbinașu BM, Ilinca R. Self-Perceived Impact of COVID-19 Pandemic by Dental Students in Bucharest. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:5249. [PMID: 34069311 PMCID: PMC8156800 DOI: 10.3390/ijerph18105249] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/20/2021] [Revised: 05/09/2021] [Accepted: 05/11/2021] [Indexed: 12/21/2022]
Abstract
All social and economic systems worldwide, including the educational one have been disrupted by escalating the global COVID-19 pandemic. One of the most impacted areas were the medical and dental education fields, due to the forced break from clinical practice during the lockdown, which affected both the educational part, as well as the patients. Thus, the main goal of our research was to investigate the impact of the COVID-19 pandemic on the dental students' education as related to their perceptions and evaluations, in Carol Davila University of Medicine and Pharmacy, Bucharest, Romania. A cross-sectional study was conducted on 878 dental students who reported their perception of the psychological and educational impact of this period by completing a Google Forms questionnaire. Collected data were statistically analyzed using Stata/IC 16. There was a severe psychological impact among the respondents, the levels of stress being perceived as high and very high (33.83%, n = 297; 28.59%, n = 251), similar to high and very high anxiety feelings (26.54%, n = 233; 24.26%, n = 213). Very high educational impact from the point of view of the acquisition of practical skills (48.52%, n = 426) and future professional perspectives (38.95%, n = 342) were recorded. While online theoretical learning ability was principally low (37.93%, n = 333) despite consistently modified time allocated to the individual study (44.35%, n = 389), most of the students evaluated the efficiency of lecturers in online courses as neutral (41.12%, n = 361). New dentistry teaching programs will have to be adopted taking into account the dynamics of the pandemic and its strong impact on our students, in order to improve both their wellbeing and the sustainability of dental education.
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Affiliation(s)
- Laura Iosif
- Department of Complete Denture, Faculty of Dental Medicine, Carol Davila University of Medicine and Pharmacy, 17–21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania; (L.I.); (M.I.)
| | - Ana Maria Cristina Ţâncu
- Department of Complete Denture, Faculty of Dental Medicine, Carol Davila University of Medicine and Pharmacy, 17–21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania; (L.I.); (M.I.)
| | - Andreea Cristiana Didilescu
- Department of Embryology, Faculty of Dental Medicine, Carol Davila University of Medicine and Pharmacy, 17–21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania;
| | - Marina Imre
- Department of Complete Denture, Faculty of Dental Medicine, Carol Davila University of Medicine and Pharmacy, 17–21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania; (L.I.); (M.I.)
| | - Bogdan Mihai Gălbinașu
- Department of Dental Prosthesis Technology and Dental Materials, Faculty of Dental Medicine, Carol Davila University of Medicine and Pharmacy, 17–21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania
| | - Radu Ilinca
- Department of Biophysics, Faculty of Dental Medicine, Carol Davila University of Medicine and Pharmacy, 17–21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania;
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Dental Robotics: A Disruptive Technology. SENSORS 2021; 21:s21103308. [PMID: 34064548 PMCID: PMC8151353 DOI: 10.3390/s21103308] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/20/2021] [Revised: 05/04/2021] [Accepted: 05/05/2021] [Indexed: 11/16/2022]
Abstract
Robotics is a disruptive technology that will change diagnostics and treatment protocols in dental medicine. Robots can perform repeated workflows for an indefinite length of time while enhancing the overall quality and quantity of patient care. Early robots required a human operator, but robotic systems have advanced significantly over the past decade, and the latest medical robots can perform patient intervention or remote monitoring autonomously. However, little research data on the therapeutic reliability and precision of autonomous robots are available. The present paper reviews the promise and practice of robots in dentistry by evaluating published work on commercial robot systems in dental implantology, oral and maxillofacial surgery, prosthetic and restorative dentistry, endodontics, orthodontics, oral radiology as well as dental education. In conclusion, this review critically addresses the current limitations of dental robotics and anticipates the potential future impact on oral healthcare and the dental profession.
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Maddahi Y, Kalvandi M, Langman S, Capicotto N, Zareinia K. RoboEthics in COVID-19: A Case Study in Dentistry. Front Robot AI 2021; 8:612740. [PMID: 34026856 PMCID: PMC8131836 DOI: 10.3389/frobt.2021.612740] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2020] [Accepted: 04/21/2021] [Indexed: 11/24/2022] Open
Abstract
The COVID-19 pandemic has caused dramatic effects on the healthcare system, businesses, and education. In many countries, businesses were shut down, universities and schools had to cancel in-person classes, and many workers had to work remotely and socially distance in order to prevent the spread of the virus. These measures opened the door for technologies such as robotics and artificial intelligence to play an important role in minimizing the negative effects of such closures. There have been many efforts in the design and development of robotic systems for applications such as disinfection and eldercare. Healthcare education has seen a lot of potential in simulation robots, which offer valuable opportunities for remote learning during the pandemic. However, there are ethical considerations that need to be deliberated in the design and development of such systems. In this paper, we discuss the principles of roboethics and how these can be applied in the new era of COVID-19. We focus on identifying the most relevant ethical principles and apply them to a case study in dentistry education. DenTeach was developed as a portable device that uses sensors and computer simulation to make dental education more efficient. DenTeach makes remote instruction possible by allowing students to learn and practice dental procedures from home. We evaluate DenTeach on the principles of data, common good, and safety, and highlight the importance of roboethics in Canada. The principles identified in this paper can inform researchers and educational institutions considering implementing robots in their curriculum.
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Affiliation(s)
- Yaser Maddahi
- Department of Research and Development, Tactile Robotics, Winnipeg, MB, Canada
| | | | - Sofya Langman
- Department of Pathology and Laboratory Medicine, Faculty of Medicine, University of British Columbia, Vancouver, BC, Canada.,Department of Molecular Oncology, British Columbia Cancer Research Centre, Vancouver, BC, Canada
| | - Nicole Capicotto
- Department of Biomedical Engineering, Faculty of Engineering and Architectural Science, Ryerson University, Toronto, ON, Canada
| | - Kourosh Zareinia
- Department of Mechanical and Industrial Engineering, Faculty of Engineering and Architectural Science, Ryerson University, Toronto, ON, Canada
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Development and Student Perception of Virtual Reality for Implant Surgery. EDUCATION SCIENCES 2021. [DOI: 10.3390/educsci11040176] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
(1) Introduction: New and innovative approaches to dental education have continued to improve with time. The coronavirus disease 2019 (COVID-19) pandemic forced dental education to change as social distancing implementations were enforced. Virtual reality was used as a resource before the COVID-19 pandemic, and it has become more essential due to social restrictions. Virtual reality can allow students to be fully immersed in a clinical environment without leaving their homes. (2) Methods: The development of virtual reality (VR) for implant surgery was described. Selected students filled out a survey before and after using the program. Then, a focus group discussion for the students was held to analyze the program further. (3) Results: Seven dental students enrolled in the Advanced Predoctoral Implant Program (APIP) participated in the study. Qualitative analysis of this study suggests that virtual reality can be used as a supplemental resource to enhance student learning of specific topics. Additionally, the students had positive outlooks for using virtual reality as a resource in dental education and were hopeful to use it in the future for particular topics and subjects. (4) Discussion: The advantages and disadvantages of VR application in education were described. This application allows the students to be immersed fully with virtual dental operatory. The application provides the student with an enhanced learning experience in implant dentistry. Students displayed supportive attitudes towards the applicability of VR in dental education but considered this application as an adjunctive tool for learning. (5) Conclusion: The application of this technology in dental education is promising. The use of virtual reality in teaching and learning implant dentistry offers positive enhancement, especially during these challenging times.
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Li Y, Ye H, Ye F, Liu Y, Lv L, Zhang P, Zhang X, Zhou Y. The Current Situation and Future Prospects of Simulators in Dental Education. J Med Internet Res 2021; 23:e23635. [PMID: 33830059 PMCID: PMC8063092 DOI: 10.2196/23635] [Citation(s) in RCA: 28] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2020] [Revised: 11/26/2020] [Accepted: 01/29/2021] [Indexed: 01/22/2023] Open
Abstract
The application of virtual reality has become increasingly extensive as this technology has developed. In dental education, virtual reality is mainly used to assist or replace traditional methods of teaching clinical skills in preclinical training for several subjects, such as endodontics, prosthodontics, periodontics, implantology, and dental surgery. The application of dental simulators in teaching can make up for the deficiency of traditional teaching methods and reduce the teaching burden, improving convenience for both teachers and students. However, because of the technology limitations of virtual reality and force feedback, dental simulators still have many hardware and software disadvantages that have prevented them from being an alternative to traditional dental simulators as a primary skill training method. In the future, when combined with big data, cloud computing, 5G, and deep learning technology, dental simulators will be able to give students individualized learning assistance, and their functions will be more diverse and suitable for preclinical training. The purpose of this review is to provide an overview of current dental simulators on related technologies, advantages and disadvantages, methods of evaluating effectiveness, and future directions for development.
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Affiliation(s)
- Yaning Li
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Hongqiang Ye
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Fan Ye
- The State Key Laboratory of Virtual Reality Technology and Systems, School of Computer Science and Engineering, Beihang University, Beijing, China
| | - Yunsong Liu
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Longwei Lv
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Ping Zhang
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Xiao Zhang
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Yongsheng Zhou
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
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Kobra Surgery Simulator-A Possibility to Improve Digital Teaching? A Case-Control Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18041827. [PMID: 33668506 PMCID: PMC7918642 DOI: 10.3390/ijerph18041827] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/15/2021] [Revised: 02/04/2021] [Accepted: 02/08/2021] [Indexed: 12/18/2022]
Abstract
Computer-aided simulations have long been of great importance in university teaching; however, to date, there is limited use of such simulations in the dental surgical sector. For this purpose, an oral surgery simulator, “Kobra”, was implemented in student training and was evaluated for dental education. Dental students (group 1, third-year and group 2, fourth-year) and dentists of the faculty (control group) were trained to use the simulator. The outcomes for group 1 (apicoectomy of an upper lateral incisor with Kobra), group 2 (removal of an impacted lower wisdom tooth with Kobra) and the control group (both procedures with Kobra) were evaluated. For evaluation purposes, subjective parameters (improvement of practical skills, comparison between conventional training and Kobra simulation, and implementation of simulation-based teaching) and objective parameters (removal of bone, tooth substance and soft tissue measured while performing the Kobra simulation) were assessed using questionnaires with a scale ranging from 1–5. A total of 49 students (third-year n = 29, with 22 women and 7 men; fourth-year n = 20, with 17 women and 3 men) and 10 dentists (women n = 5 and men n = 5) participated. Compared to the Kobra simulation, the conventional training method with plastic models was still favored (the difference was non-significant). Compared to the dentists, the simulation data showed a less precise surgical performance of the students (the difference was not significant). The Kobra simulation may offer an additional method to conventional surgery training using plastic models, with benefits for students and faculty staff.
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Chen Y, Deng J, Li B, Yang Y, He Z, Ye L, Zhang L, Ren Q, Zheng Q. Curriculum setting and students' feedback of pre-clinical training in different dental schools in China-A national-wide survey. EUROPEAN JOURNAL OF DENTAL EDUCATION 2021; 26:28-35. [PMID: 33511722 DOI: 10.1111/eje.12669] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2020] [Revised: 01/09/2021] [Accepted: 01/22/2021] [Indexed: 02/05/2023]
Abstract
INTRODUCTION Adequate time and effective training facilities are essential for undergraduate dental students participating in pre-clinical dental practice to ensure them providing safe treatment for patients in the future. The study aimed to explore the current status of pre-clinical dental training in China in relation to the curriculum setting and students' feedback of pre-clinical training in different dental schools and thus provide information for further standardise curricula. MATERIALS AND METHOD An online questionnaire was distributed electronically to undergraduates in 44 Chinese dental schools of different levels according to China Discipline Ranking (CDR). The questionnaire collected information in relation to the training hour and student to facility ratio of four main dental courses (cariology and endodontics, periodontology, prosthodontics and oral surgery), as well as the application and effect of virtual reality (VR) simulator in pre-clinical dental practice in different schools. Students' feedback was also collected. RESULTS A total of 565 valid questionnaires were recruited. Results of this cross-sectional survey show that training hour of periodontology course was the lowest, and oral surgery course showed most prominent shortage of facilities. The application of VR simulator amongst schools is uneven. Students from A and A+ level schools showed higher satisfaction with their pre-clinical courses and reported a more positive attitude towards the use of VR simulator than other students. (p < .05). CONCLUSION Pre-clinical dental training in China remained imperfect in insufficient training time, training facility and students did not have access to standard pre-clinical training and quality assurance. VR technique has potential values in pre-clinical dental practice in China.
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Affiliation(s)
- Yiyin Chen
- West China School of Stomatology, Sichuan University, Chengdu, China
| | - Jiuhong Deng
- West China School of Stomatology, Sichuan University, Chengdu, China
| | - Bin Li
- West China School of Stomatology, Sichuan University, Chengdu, China
| | - Yang Yang
- West China School of Stomatology, Sichuan University, Chengdu, China
| | - Zihan He
- West China School of Stomatology, Sichuan University, Chengdu, China
| | - Ling Ye
- State Key Laboratory of Oral Diseases & National Clinical Research Center for Oral Diseases & Department of Cariology and Endodontics West China Hospital of Stomatology & National Demonstration Center for Experimental Stomatology Education West China School of Stomatology, Sichuan University, Chengdu, China
| | - Linglin Zhang
- State Key Laboratory of Oral Diseases & National Clinical Research Center for Oral Diseases & Department of Cariology and Endodontics West China Hospital of Stomatology & National Demonstration Center for Experimental Stomatology Education West China School of Stomatology, Sichuan University, Chengdu, China
| | - Qian Ren
- State Key Laboratory of Oral Diseases & National Clinical Research Center for Oral Diseases & National Demonstration Center for Experimental Stomatology Education West China School of Stomatology, Sichuan University, Chengdu, China
| | - Qinghua Zheng
- State Key Laboratory of Oral Diseases & National Clinical Research Center for Oral Diseases & National Demonstration Center for Experimental Stomatology Education West China School of Stomatology, Sichuan University, Chengdu, China
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Al-Saud LM. The utility of haptic simulation in early restorative dental training: A scoping review. J Dent Educ 2020; 85:704-721. [PMID: 33368289 DOI: 10.1002/jdd.12518] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2020] [Revised: 11/24/2020] [Accepted: 11/28/2020] [Indexed: 12/26/2022]
Abstract
BACKGROUND Haptic dental simulators are becoming increasingly available in dental schools around the world; however, there is a paucity of evidence on their pedagogical effectiveness particularly in early dental training for the acquisition of the highly specific fine motor dental skills. METHODS A scoping review was performed to broadly map the available evidence and to detect knowledge gaps on the utility of haptic dental simulation in early dental training. The review is reported using the PRISMA-ScR guidelines. Eight bibliographic databases were searched: Web of Science, Scopus, MEDLINE via PubMed, Cochrane library, CENTRAL, ERIC, IEEE Xplore, and TRIP. Charted data were reported by clustering results according to study characteristics, research themes, research purpose, and type of validity evidence identified. RESULTS The review process resulted in the inclusion of 36 studies published between 2009 and 2020. The majority of the studies were cross-sectional in design with short-term evaluation data. Of the studies included, 64% investigated commercially available haptic simulators, while 36% investigated experimental haptic simulators. The research themes identified were skill acquisition and transfer, task-specific haptic training, trainee level discrimination, feedback, subjective user evaluation, performance prediction, and human factors in haptic training. CONCLUSION Short-term evaluation evidence from reviewed studies indicates the usefulness of the haptic simulators in early dental training. They complement the existing phantom head simulators by offering qualitatively different features. Further empirical research is needed to investigate the long-term impact of training with haptic dental simulators, to improve the availability of validation evidence and to enhance the results generalizability.
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Affiliation(s)
- Loulwa M Al-Saud
- Operative Dentistry division, Department of Restorative Dental Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
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Jaskiewicz F, Kowalewski D, Starosta K, Cierniak M, Timler D. Chest compressions quality during sudden cardiac arrest scenario performed in virtual reality: A crossover study in a training environment. Medicine (Baltimore) 2020; 99:e23374. [PMID: 33235109 PMCID: PMC7710239 DOI: 10.1097/md.0000000000023374] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
Potential attributes of virtual reality (VR) can be a breakthrough in the improvement of sudden cardiac arrest (SCA) training. However, interference with the virtual world is associated with the need of placing additional equipment on the trainee's body. The primary aim of the study was to evaluate if it does not affect the quality of chest compressions (CCs).91 voluntarily included in the study medical students participated twice in the scenario of SCA - Traditional Scenario (TS) and Virtual Reality Scenario (VRS). In both cases two minutes of resuscitation was performed.If VRS was the first scenario there were significant differences in CCs depth (VRS - Me = 47 mm [IQR 43 - 52] vs TS - Me = 48 mm [IQR 43 - 55]; P = .02) and chest relaxation (VRS - Me = 37% [IQR 5 - 91] vs TS - Me = 97% [IQR 87 - 100]; P < .001). 97.8% of respondents believe that training with the use of VR is more effective than a traditional method (P < .01). Most of the study group (91%, P < .01) denied any negative symptoms during the VR scenario.Virtual reality can be a safe and highly valued by medical students, method of hands-on CPR training. However additional VR equipment placed on the trainee's body may cause chest compressions harder to provide. If it is not preceded by traditional training, the use of VR may have an adverse impact on depth and full chest relaxation during the training. To make the best use of all the potential that virtual reality offers, future studies should focus on finding the most effective way to combine VR with traditional skill training in CPR courses curriculum.
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González Bravo L, Fernández Sagredo M, Torres Martínez P, Barrios Penna C, Fonseca Molina J, Stanciu ID, Nistor N. Psychometric analysis of a measure of acceptance of new technologies (UTAUT), applied to the use of haptic virtual simulators in dental students. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:706-714. [PMID: 32567797 DOI: 10.1111/eje.12559] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2019] [Revised: 05/25/2020] [Accepted: 05/28/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND The aims of this study are (a) to assess the psychometric quality of an instrument of acceptance of new technologies adapted from the UTAUT model, (b) to validate the UTAUT model as a valid measure to be applied in dental education, and (c) to determine which factors of the UTAUT model predict the behavioural intention of using a haptic virtual simulator (HVS). METHODS A cross-sectional design study with a sample of 265 dentistry students was carried out. RESULTS Using structural equation modelling, confirmatory factor analysis verified the adequacy of four-factor model, although the only factor that directly predicts behavioural intention is performance expectancy. Internal consistency coefficients of each factor ranged from 0.800 to 0.969. DISCUSSION These findings, as well as the predictive power of performance expectancy on behaviour intention, are in line with previous evidence found in the literature. CONCLUSION These findings suggest that the UTAUT scale has adequate reliability and construct factorial validity; therefore, UTAUT model could be a valuable approach to assess haptic virtual simulator acceptance in dental education.
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Affiliation(s)
- Luis González Bravo
- Directorate of Strategic Studies, Universidad de Concepción, Concepción, Chile
- Faculty of Psychology and Educational Sciences, Phd Student at Ludwig-Maximilians-Universität München, München, Germany
| | | | - Pilar Torres Martínez
- Dentistry Department, Faculty of Dentistry, Universidad San Sebastián, Concepción, Chile
| | - Carolina Barrios Penna
- Dentistry Department, Faculty of Dentistry, Universidad San Sebastián, Concepción, Chile
| | - Juan Fonseca Molina
- Dentistry Department, Faculty of Dentistry, Universidad San Sebastián, Concepción, Chile
| | - Ionut Dorin Stanciu
- Richard W. Riley College of Education and Leadership, Walden University, Minneapolis, MN, USA
- Department of Psychology and Education, Technical University Cluj-Napoca, Cluj-Napoca, Romania
| | - Nicolae Nistor
- Richard W. Riley College of Education and Leadership, Walden University, Minneapolis, MN, USA
- Faculty of Psychology and Educational Sciences, Ludwig-Maximilians-Universität München, München, Germany
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Khalaf K, El-Kishawi M, Mustafa S, Al Kawas S. Effectiveness of technology-enhanced teaching and assessment methods of undergraduate preclinical dental skills: a systematic review of randomized controlled clinical trials. BMC MEDICAL EDUCATION 2020; 20:286. [PMID: 32859187 PMCID: PMC7455918 DOI: 10.1186/s12909-020-02211-4] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/21/2020] [Accepted: 08/25/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND To investigate the effectiveness of technology-enhanced teaching and assessment methods of undergraduate preclinical skills in comparison to conventional methods. METHODS A comprehensive search strategy was implemented using both manual and electronic search methods, including PubMed, Wiley, ScienceDirect, SCOPUS, and the Cochrane Central Register of Controlled Trials. The search and selection of articles that met the inclusion criteria were carried out in duplicates. A Cochrane data extraction form for RCTs was used to extract the relevant information from all included articles. Risk of bias of all included articles was assessed independently by two authors using the Cochrane risk of bias tool. RESULTS A total of 19 randomized controlled clinical trials met the inclusion criteria and were included in this review. The majority of the studies included in this review have a high risk of bias mainly due to incomplete data, lack of blinding of the examiners, and due to other biases, such as small sample sizes, not accounting for additional hours of training, and the lack of calibration of examiners grading the preparations. Conflicting results were reported in the included studies with regards to whether there were differences between the intervention and control groups in the outcome measure of quality of students' performance. A meta-analysis could not be done for this study due to the heterogeneity among the included studies. CONCLUSIONS Technology-enhanced teaching and assessment tools used in preclinical skills training of undergraduate dental students have the potential to improve students' performance. However, due to the conflicting outcomes reported in the 19 studies included in this systematic review and their high risk of bias, better quality studies are required to find a definitive answer to the research question of this systematic review.
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Affiliation(s)
- Khaled Khalaf
- Department of Preventive and Restorative Dentistry, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Mohamed El-Kishawi
- Department of Preventive and Restorative Dentistry, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates.
| | - Shahd Mustafa
- Department of Preventive and Restorative Dentistry, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Sausan Al Kawas
- Department of Preventive and Restorative Dentistry, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
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Iyer P, Aziz K, Ojcius DM. Response to Letter to the Editor on article titled "Impact of COVID-19 on dental education in the United States". J Dent Educ 2020; 86:1685. [PMID: 32880943 PMCID: PMC7461512 DOI: 10.1002/jdd.12372] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Affiliation(s)
- Parvati Iyer
- Arthur A. Dugoni School of DentistryUniversity of the PacificSan FranciscoCaliforniaUSA
| | - Kalid Aziz
- Arthur A. Dugoni School of DentistryUniversity of the PacificSan FranciscoCaliforniaUSA
| | - David M. Ojcius
- Arthur A. Dugoni School of DentistryUniversity of the PacificSan FranciscoCaliforniaUSA
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Liebermann A, Erdelt K. Virtual education: Dental morphologies in a virtual teaching environment. J Dent Educ 2020; 84:1143-1150. [DOI: 10.1002/jdd.12235] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2020] [Revised: 05/02/2020] [Accepted: 05/18/2020] [Indexed: 11/11/2022]
Affiliation(s)
- Anja Liebermann
- Department of Prosthetic Dentistry University Hospital LMU Munich Munich Germany
| | - Kurt Erdelt
- Department of Prosthetic Dentistry University Hospital LMU Munich Munich Germany
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Zitzmann NU, Matthisson L, Ohla H, Joda T. Digital Undergraduate Education in Dentistry: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17093269. [PMID: 32392877 PMCID: PMC7246576 DOI: 10.3390/ijerph17093269] [Citation(s) in RCA: 77] [Impact Index Per Article: 19.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/23/2020] [Revised: 04/28/2020] [Accepted: 05/02/2020] [Indexed: 12/04/2022]
Abstract
The aim of this systematic review was to investigate current penetration and educational quality enhancements from digitalization in the dental curriculum. Using a modified PICO strategy, the literature was searched using PubMed supplemented with a manual search to identify English-language articles published between 1994 and 2020 that reported the use of digital techniques in dental education. A total of 211 articles were identified by electronic search, of which 55 articles were selected for inclusion and supplemented with 27 additional publications retrieved by manual search, resulting in 82 studies that were included in the review. Publications were categorized into five areas of digital dental education: Web-based knowledge transfer and e-learning, digital surface mapping, dental simulator motor skills (including intraoral optical scanning), digital radiography, and surveys related to the penetration and acceptance of digital education. This review demonstrates that digitalization offers great potential to revolutionize dental education to help prepare future dentists for their daily practice. More interactive and intuitive e-learning possibilities will arise to stimulate an enjoyable and meaningful educational experience with 24/7 facilities. Augmented and virtual reality technology will likely play a dominant role in the future of dental education.
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Schlenz MA, Michel K, Wegner K, Schmidt A, Rehmann P, Wöstmann B. Undergraduate dental students' perspective on the implementation of digital dentistry in the preclinical curriculum: a questionnaire survey. BMC Oral Health 2020; 20:78. [PMID: 32188456 PMCID: PMC7079522 DOI: 10.1186/s12903-020-01071-0] [Citation(s) in RCA: 29] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2019] [Accepted: 03/10/2020] [Indexed: 11/17/2022] Open
Abstract
Background Digitalisation is an expanding field in dentistry and implementation of digital teaching methods in dental education is an essential part of modern education. Therefore, two digital training modules were implemented in the preclinical curriculum at the Justus Liebig University Giessen. The aim of this study was to assess the students’ perspective on the implementation with a questionnaire survey. Methods Since the fall term 2017/18, students of the course of dental prosthodontics I attended the training module I, where they learned to use computer-aided learning (CAL) approaches for the digital analysis of tooth preparations. In training module II, students of the course of dental prosthodontics II learned how to manufacture a computer-aided design/computer-aided manufacturing restoration. After the completion of the training modules, all students starting with the fall term 2017/18 to the spring term 2019 were asked to fill in a questionnaire regarding the aspects of handling, didactic benefit, motivation, and overall assessment. Results Students rated the implementation of digital aspects in teaching as positive in terms of handling, didactic benefit, and motivation, but gave preference to the assessment of the tooth preparations by dental instructors. In addition, students assessed the feedback from the faculty regarding tips and tricks better than the digital feedback. More than 90% of the students indicated that they could imagine using an intraoral scanner for treatment of patients in the dental office in future. Conclusions The results of the present study revealed a positive perspective of students on the implementation of digital dentistry in the preclinical curriculum. However, difficulties with CAL systems were reported and most students preferred evaluation of preparation by dental instructors. Thus, CAL approaches offer an additional teaching method besides the traditional teaching of manual skills.
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Affiliation(s)
- Maximiliane Amelie Schlenz
- Dental Clinic - Department of Prosthodontics, Justus Liebig University, Schlangenzahl 14, 35392, Giessen, Germany.
| | - Karin Michel
- Dental Clinic - Department of Prosthodontics, Justus Liebig University, Schlangenzahl 14, 35392, Giessen, Germany
| | - Kerstin Wegner
- Dental Clinic - Department of Prosthodontics, Justus Liebig University, Schlangenzahl 14, 35392, Giessen, Germany
| | - Alexander Schmidt
- Dental Clinic - Department of Prosthodontics, Justus Liebig University, Schlangenzahl 14, 35392, Giessen, Germany
| | - Peter Rehmann
- Dental Clinic - Department of Prosthodontics, Justus Liebig University, Schlangenzahl 14, 35392, Giessen, Germany
| | - Bernd Wöstmann
- Dental Clinic - Department of Prosthodontics, Justus Liebig University, Schlangenzahl 14, 35392, Giessen, Germany
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