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Aminoshariae A, Nosrat A, Nagendrababu V, Dianat O, Mohammad-Rahimi H, O'Keefe AW, Setzer FC. Artificial Intelligence in Endodontic Education. J Endod 2024; 50:562-578. [PMID: 38387793 DOI: 10.1016/j.joen.2024.02.011] [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: 10/23/2023] [Revised: 01/15/2024] [Accepted: 02/12/2024] [Indexed: 02/24/2024]
Abstract
AIMS The future dental and endodontic education must adapt to the current digitalized healthcare system in a hyper-connected world. The purpose of this scoping review was to investigate the ways an endodontic education curriculum could benefit from the implementation of artificial intelligence (AI) and overcome the limitations of this technology in the delivery of healthcare to patients. METHODS An electronic search was carried out up to December 2023 using MEDLINE, Web of Science, Cochrane Library, and a manual search of reference literature. Grey literature, ongoing clinical trials were also searched using ClinicalTrials.gov. RESULTS The search identified 251 records, of which 35 were deemed relevant to artificial intelligence (AI) and Endodontic education. Areas in which AI might aid students with their didactic and clinical endodontic education were identified as follows: 1) radiographic interpretation; 2) differential diagnosis; 3) treatment planning and decision-making; 4) case difficulty assessment; 5) preclinical training; 6) advanced clinical simulation and case-based training, 7) real-time clinical guidance; 8) autonomous systems and robotics; 9) progress evaluation and personalized education; 10) calibration and standardization. CONCLUSIONS AI in endodontic education will support clinical and didactic teaching through individualized feedback; enhanced, augmented, and virtually generated training aids; automated detection and diagnosis; treatment planning and decision support; and AI-based student progress evaluation, and personalized education. Its implementation will inarguably change the current concept of teaching Endodontics. Dental educators would benefit from introducing AI in clinical and didactic pedagogy; however, they must be aware of AI's limitations and challenges to overcome.
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Affiliation(s)
| | - Ali Nosrat
- Division of Endodontics, Department of Advanced Oral Sciences and Therapeutics, School of Dentistry, University of Maryland Baltimore, Baltimore, Maryland; Private Practice, Centreville Endodontics, Centreville, Virginia
| | - Venkateshbabu Nagendrababu
- Department of Preventive and Restorative Dentistry, University of Sharjah, College of Dental Medicine, Sharjah, United Arab Emirates
| | - Omid Dianat
- Division of Endodontics, Department of Advanced Oral Sciences and Therapeutics, School of Dentistry, University of Maryland Baltimore, Baltimore, Maryland; Private Practice, Centreville Endodontics, Centreville, Virginia
| | - Hossein Mohammad-Rahimi
- Topic Group Dental Diagnostics and Digital Dentistry, ITU/WHO Focus Group AI on Health, Berlin, Federal Republic of Germany
| | | | - Frank C Setzer
- Department of Endodontics, School of Dental Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
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Kishimoto N, Ujita T, Tran SD, Sanuki T, Seo K. Simulation training for medical emergencies: Evaluation of dentists' long-term learning skills and confidence. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:689-697. [PMID: 38379393 DOI: 10.1111/eje.12996] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Revised: 08/31/2023] [Accepted: 02/04/2024] [Indexed: 02/22/2024]
Abstract
INTRODUCTION As the population ages and more patients experience medical emergencies during dental treatments, dentists must competently and confidently manage these situations. We developed a simulation training course for medical emergencies in the dental setting using an inexpensive vital sign simulation app for smartphones/tablets without the need for an expensive simulator. However, the duration for which this effect is maintained is unclear. This study was performed to evaluate the long-term educational effect at 3, 6, and 12 months after taking the course. MATERIALS AND METHODS Thirty-nine dental residents participated in this course. Scenarios included vasovagal syncope, anaphylaxis, hyperventilation syndrome, and acute coronary syndrome, each of which the participants had to diagnose and treat. The participants were evaluated using a checklist for anaphylaxis diagnosis and treatment skills immediately after and 3, 6, and 12 months after the course. The participants were also surveyed about their confidence in diagnosing and treating these conditions by questionnaire before, immediately after, and 3, 6, and 12 months after the course. RESULTS The checklist scores for anaphylaxis were significantly lower at 3, 6, and 12 months after the course than immediately after the course. The percentage of participants who provided a correct diagnosis and appropriate treatment for vasovagal syncope, hyperventilation syndrome, and acute coronary syndrome was lower at all reassessments than immediately after the course. CONCLUSION Because medical emergency management skills and confidence declined within 3 months, it would be useful to introduce a refresher course approximately 3 months after the initial course to maintain skills and confidence.
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Affiliation(s)
- Naotaka Kishimoto
- Division of Dental Anesthesiology, Faculty of Dentistry & Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
| | - Tomoaki Ujita
- Division of Dental Anesthesiology, Faculty of Dentistry & Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
| | - Simon D Tran
- Faculty of Dental Medicine and Oral Health Sciences, McGill University, Montreal, Quebec, Canada
| | - Takuro Sanuki
- Department of Dental Anesthesiology, Kanagawa Dental University, Yokosuka, Japan
| | - Kenji Seo
- Division of Dental Anesthesiology, Faculty of Dentistry & Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
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Kitahara S, Kusakabe S, Takagaki T, Ishigure H, Shimizu S, Ikeda M, Burrow MF, Nikaido T. Questionnaire survey on hands-on simulation training using a dental humanoid robot (SIMROID ®). EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024. [PMID: 38640199 DOI: 10.1111/eje.13006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Revised: 01/26/2024] [Accepted: 03/17/2024] [Indexed: 04/21/2024]
Abstract
INTRODUCTION A dental humanoid robot, SIMROID®, is able to replicate the actions characteristic of human beings and enable training for communicating with patients and coping with unexpected situations. This study assessed user experiences via a survey questionnaire following hands-on training on the SIMROID®. MATERIALS AND METHODS A total of 112 participants, consisting of 50 high school students who visited AUSD (Asahi University School of Dentistry) to participate in open campus events, 42 fourth-year students at AUSD and 20 dental students from Mexico State Autonomy University, University of Siena and Peking University took the survey. The participants observed the movements and reactions of a SIMROID® robot placed on a dental unit for approximately 20 min after which they completed a questionnaire survey. Both Japanese and English versions of the questionnaire were prepared for local and visiting foreign dental students. The questionnaire comprised 8 items, with a further two items for those undertaking dental training and an open comment field. RESULTS All participants who observed the SIMROID® completed the questionnaire giving a 100% response rate. Generally, simulation training with SIMROID® was highly appreciated by all participants. The comprehensive evaluation score for SIMROID® was 4.56 ± 0.50 points for high school students, 4.05 ± 0.82 points for students at AUSD and 4.70 ± 0.47 points for foreign dental students, showing all participants had a very positive experience and impression of the SIMROID®. CONCLUSIONS Therefore, simulation training using SIMROID® seems beneficial learning tool.
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Affiliation(s)
- Sayaka Kitahara
- Department of Operative Dentistry, Division of Oral Functional Science and Rehabilitation, Asahi University School of Dentistry, Gifu, Japan
| | - Shusuke Kusakabe
- Department of Operative Dentistry, Division of Oral Functional Science and Rehabilitation, Asahi University School of Dentistry, Gifu, Japan
| | - Tomohiro Takagaki
- Department of Operative Dentistry, Division of Oral Functional Science and Rehabilitation, Asahi University School of Dentistry, Gifu, Japan
| | - Hiroshi Ishigure
- Department of Operative Dentistry, Division of Oral Functional Science and Rehabilitation, Asahi University School of Dentistry, Gifu, Japan
- PDI Gifu Dental Clinic, Asahi University, Gifu, Japan
| | - Shojiro Shimizu
- Department of Operative Dentistry, Division of Oral Functional Science and Rehabilitation, Asahi University School of Dentistry, Gifu, Japan
| | - Masaomi Ikeda
- Department of Biofunction Research, Institute of Biomaterials and Bioengineering, Tokyo Medical and Dental University, Tokyo, Japan
| | - Michael F Burrow
- Restorative Dental Sciences, Faculty of Dentistry, The University of Hong Kong, Prince Philip Dental Hospital, Hong Kong SAR, China
| | - Toru Nikaido
- Department of Operative Dentistry, Division of Oral Functional Science and Rehabilitation, Asahi University School of Dentistry, Gifu, Japan
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Kishimoto N, Sanuki T, Liu Y, Tran SD, Seo K. Simulation training for medical emergencies of dental patients: A review of the dental literature. JAPANESE DENTAL SCIENCE REVIEW 2023; 59:104-113. [PMID: 36937224 PMCID: PMC10017307 DOI: 10.1016/j.jdsr.2023.02.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Revised: 02/07/2023] [Accepted: 02/23/2023] [Indexed: 03/09/2023] Open
Abstract
In recent years, due to the aging of the population, the number of dental patients with comorbidities such as hypertension and diabetes has increased. Although it has been reported that these patients are increasingly developing medical emergencies during their dental treatments, many dental providers still do not possess the skills to manage medical emergencies appropriately. Simulation training is essential to improve this situation however, there is no report describing how to conduct an effective simulation in detail for dental office medical emergencies. The purpose of this review is to provide information on simulations that is effective and practical. The authors will highlight the key characteristics for providing effective simulation trainings, such as the selection of simulators, simulation locations, instructors, debriefings, methods for evaluating educational effectiveness, and the use of telesimulation as a method for simulation training due to the global COVID-19 pandemic. In addition, this review provides recommendations on tailoring an ideal simulation training course for those who wish to create one. The authors hope that this review will promote the spread of effective simulation training and in turn, contribute to improving the medical safety of dental patients.
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Affiliation(s)
- Naotaka Kishimoto
- Division of Dental Anesthesiology, Faculty of Dentistry & Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
- Faculty of Dental Medicine and Oral Health Sciences, McGill University, Montreal, QC, Canada
- Corresponding author at: Division of Dental Anesthesiology, Faculty of Dentistry & Graduate School of Medical and Dental Sciences, Niigata University, 2-5274, Gakkocho-dori, Chuo-ku, Niigata 951-8514, Japan.
| | - Takuro Sanuki
- Department of Dental Anesthesiology, Kanagawa Dental University, Yokosuka, Japan
| | - Younan Liu
- Faculty of Dental Medicine and Oral Health Sciences, McGill University, Montreal, QC, Canada
| | - Simon D. Tran
- Faculty of Dental Medicine and Oral Health Sciences, McGill University, Montreal, QC, Canada
| | - Kenji Seo
- Division of Dental Anesthesiology, Faculty of Dentistry & Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
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Sin M, Edwards D, Currie C, Corbett I. Prevalence of medical emergency events in primary dental care within the UK. Br Dent J 2023; 235:721-726. [PMID: 37945869 PMCID: PMC10635819 DOI: 10.1038/s41415-023-6444-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Revised: 06/01/2023] [Accepted: 06/19/2023] [Indexed: 11/12/2023]
Abstract
Introduction Dental professionals have an ethical and legal obligation to diagnose and manage medical emergencies which may occur in primary dental care.Aims and objectives To investigate the prevalence of medical emergencies in UK primary dental care and explore the medical emergency training needs of UK primary dental care professionals.Design and setting Cross-sectional survey, targeting dentists, dental hygienists and dental therapists across the UK working within primary dental care.Materials and methods An online survey was distributed via dental society mailing lists, social media groups and a dental conference. The questionnaire consisted of participants demographics and training in, prevalence of and confidence surrounding medical emergencies.Results Respondents (n = 400) were dentists (55.8%), dental hygienists/therapists (38.8%) and specialists (5.5%). Most participants received basic life support training (62%) in 2019, before COVID-19. The most common medical emergencies were syncope, non-specific collapse and hypoglycaemia, being encountered every 1.59, 1.64 and 8.26 years, respectively. The preferred method for medical emergency training was practical based, with more training in administering emergency drugs and equipment identified as a training need.Conclusion Dental professionals will encounter medical emergencies in primary dental care every 1-2 years and are therefore not uncommon.
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Affiliation(s)
- Melissa Sin
- School of Dental Sciences, Faculty of Medical Sciences, Newcastle University, UK
| | - David Edwards
- School of Dental Sciences, Faculty of Medical Sciences, Newcastle University, UK.
| | - Charlotte Currie
- School of Dental Sciences, Faculty of Medical Sciences, Newcastle University, UK
| | - Ian Corbett
- School of Dental Sciences, Faculty of Medical Sciences, Newcastle University, UK
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Gupta S, Mishra S, Behl S, Srikant N, Mascarenhas R. Knowledge of handling medical emergencies among general dental practitioners pan India: a cross-sectional survery. BMC Res Notes 2023; 16:221. [PMID: 37710327 PMCID: PMC10503061 DOI: 10.1186/s13104-023-06477-x] [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: 01/28/2023] [Accepted: 08/25/2023] [Indexed: 09/16/2023] Open
Abstract
BACKGROUND Medical emergency situations in dental clinics have been contemplated to be an issue in most of the countries by reason of dentist's lack of knowledge and preparedness to attend emergency situations in dental offices. The aim of this paper is to observe the knowledge, attitude, and perceived confidence of the general dental practitioners regarding emergency medical care and its practical application. Questionnaire on knowledge assessment was circulated among 500 dentists using printed questionnaire formats and various social media platforms. The questionnaire included details on treating hypertensive patients, cardiopulmonary resuscitation training, accessibility of medical emergency equipments in the dental clinics, prevalence of medical emergency cases in the dental office and the self-assessed competence to handle medical emergency situations in the dental clinics. Data was surveyed and scrutinized using the Statistical Package for Social Sciences (SPSS), version 17 (SPSS Inc., Chicago IL). Descriptive statistics was tabulated and Chi square tests was applied. FINDINGS 500 general dental practitioners pan India were involved in the study (294 were females and 207 were males). They were grouped into different age groups (20-30 yrs, 30-40 yrs, 40-50 yrs, 50 and above) and experience (0-5 yrs, 5-10 yrs and more than 10 years). 279 participants did not attend any medical emergency training whereas, 222 participants from all groups attended training program. It was observed that with increased experience in the field, the knowledge, awareness and confidence to treat medical emergency situation in the dental clinics was better. Dentists should update themselves from time-to-time with the latest technologies in the field and need to attend training programs to handle any medical emergency situations in the dental offices. Medical emergencies in a dental clinic can be encountered at any point of time and the clinician should have apt knowledge in handling such situations. Majority of the dentists feel subdued in managing medical situations in dental offices. Training and workshops for handling medical situations in the dental offices should be mandated at the undergraduate and postgraduate levels. This will help the dentist to shape one's confidence in managing such situations without apprehension. Availability of proper infrastructure and equipments is recommended in every dental clinics so as to ease the handling of the situation. CONCLUSION This paper enlightens the need of basic life support training on regular basis among the dentists to improve the competence among them and to improve the confidence in handling such situations.
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Affiliation(s)
- Shubhangi Gupta
- Department of Oral and Maxillofacial Surgery, Sri Dharmasthala, Manjuatheswara College of Dental Sciences, Dharwad, India
| | - Stuti Mishra
- Department of Prosthodontics and Crown and Bridge, Manipal College of Dental Sciences, Manipal, Karnataka, India
| | - Shubhangi Behl
- Department of Periodontolgy, Bharati Vidyapeeth Dental College and Hospital, Pune, India
| | - N Srikant
- Department of Prosthodontics and Crown and Bridge, Manipal College of Dental Sciences, Manipal, Karnataka, India
- Department of Oral Pathology and Microbiology, Manipal College of Dental Sciences, Mangalore Affliliated to Manipal Academy of Higher Education, Manipal, India
| | - Roma Mascarenhas
- Department of Prosthodontics and Crown and Bridge, Manipal College of Dental Sciences, Manipal, Karnataka, India.
- Department of Conservative Dentistry and Endodontics, Manipal College of Dental Sciences, Mangalore Affliliated to Manipal Academy of Higher Education, Manipal, India.
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Pang M, Zhao X, Lu D, Dong Y, Jiang L, Li J, Ji P. Preliminary User Evaluation of a New Dental Technology Virtual Simulation System: Development and Validation Study. JMIR Serious Games 2022; 10:e36079. [PMID: 36094803 PMCID: PMC9513693 DOI: 10.2196/36079] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/01/2022] [Revised: 05/31/2022] [Accepted: 07/21/2022] [Indexed: 11/19/2022] Open
Abstract
Background With the advancements in the dental health care industry, the demand for dental technicians has increased. Dental technicians should be thoroughly assessed and trained in practical skills and pass professional certification examinations to ensure that they are competent to work closely with dentists. Unfortunately, such training courses and tests are in short supply worldwide. The use of virtual simulation technology can help solve these problems. Objective This study presents a new strategic framework design for a certified dental technician practical examination called as the certified Objective Manipulative Skill Examination of Dental Technicians (OMEDT), which is based on the Objective Structured Clinical Examination (OSCE). We present the development and validation of the OMEDT system, a new virtual simulated training system, to meet the demands of the OMEDT framework. The combination of OMEDT and the OMEDT system can solve the complex problems encountered in the certified dental technician practical examination with excellent efficiency, high quality, and low cost. Methods The OMEDT framework design was constructed according to the OSCE guide and the Chinese vocational skill standards for dental technicians. To develop the OMEDT system, we organized a new framework based on the virtual learning network platform, the haptic feedback system, and the real-time dental training and evaluation system. The effectiveness evaluation of the OMEDT system was divided into 2 phases: in the first phase, 36 students were recruited to use the test module to finish the task and their performance data were collected and analyzed; and in the second phase, a questionnaire was administered to 30 students who used the system for their studies and graduation exams. Results The OMEDT and the corresponding skill training virtual simulation OMEDT system were developed, and preliminary user evaluation was performed to assess their effectiveness and usefulness. The OMEDT system was found to improve students’ practical skills by training with the evaluation results. In addition, several key research topics were explored, including the effects of positive feedback of the knowledge of results on the improvement of the students’ skill level and the common sense transformation of educators in the virtual simulation technology environment. Conclusions The development of OMEDT and the OMEDT system has been completed and their effectiveness has been verified.
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Affiliation(s)
- Mengwei Pang
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
| | - Xiaohan Zhao
- State Key Laboratory of Virtual Reality Technology and Systems, Beihang University, Beijing, China
| | - Daiyu Lu
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
| | - Yihan Dong
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
| | - Lin Jiang
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
| | - Jie Li
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
| | - Ping Ji
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
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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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van Riet TCT, Chin Jen Sem KTH, Ho JPTF, Spijker R, Kober J, de Lange J. Robot technology in dentistry, part one of a systematic review: literature characteristics. Dent Mater 2021; 37:1217-1226. [PMID: 34158195 DOI: 10.1016/j.dental.2021.06.001] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Accepted: 06/02/2021] [Indexed: 01/26/2023]
Abstract
OBJECTIVES To provide dental practitioners and researchers with a comprehensive and transparent evidence-based overview of the characteristics of literature regarding initiatives of robot technology in dentistry. DATA All articles in which robot technology in dentistry is described, except for non-scientific articles and articles containing secondary data (reviews). Amongst others, the following data were extracted: type of study, level of technological readiness, authors' professional background and the subject of interaction with the robot. SOURCES Bibliographic databases PubMed, Embase, and Scopus were surveyed. A reference search was conducted. The search timeline was between January 1985 and October 2020. STUDY SELECTION A total of 911 articles were screened on title and abstract of which 161 deemed eligible for inclusion. Another 71 articles were excluded mainly because of unavailability of full texts or the sole use of secondary data (reviews). Four articles were included after hand searching the reference lists. In total, 94 articles were included for analysis. CONCLUSIONS Since 2013 an average of six articles per year concern robot initiatives in dentistry, mostly originating from East Asia (57%). The vast majority of research was categorized as either basic theoretical or basic applied research (80%). Technology readiness levels did not reach higher than three (proof of concept) in 55% of all articles. In 84%, the first author of the included articles had a technical background and in 36%, none of the authors had a dental or medical background. The overall quality of literature, especially in terms of clinical validation, should be considered as low.
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Affiliation(s)
- Tom C T van Riet
- Amsterdam University Medical Center (AUMC), Dept. of Oral and Maxillofacial Surgery, University of Amsterdam, The Netherlands; Academic Center for Dentistry Amsterdam (ACTA), University of Amsterdam, The Netherlands; Mechanical, Maritime and Materials Engineering (3ME), Dept. of Cognitive Robotics, Delft University of Technology, The Netherlands.
| | - Kevin T H Chin Jen Sem
- Academic Center for Dentistry Amsterdam (ACTA), University of Amsterdam, The Netherlands
| | - Jean-Pierre T F Ho
- Amsterdam University Medical Center (AUMC), Dept. of Oral and Maxillofacial Surgery, University of Amsterdam, The Netherlands; Academic Center for Dentistry Amsterdam (ACTA), University of Amsterdam, The Netherlands
| | - René Spijker
- Medical Library, Amsterdam University Medical Center, University of Amsterdam, The Netherlands
| | - Jens Kober
- Mechanical, Maritime and Materials Engineering (3ME), Dept. of Cognitive Robotics, Delft University of Technology, The Netherlands
| | - Jan de Lange
- Amsterdam University Medical Center (AUMC), Dept. of Oral and Maxillofacial Surgery, University of Amsterdam, The Netherlands; Academic Center for Dentistry Amsterdam (ACTA), University of Amsterdam, The Netherlands
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Robot technology in dentistry, part two of a systematic review: an overview of initiatives. Dent Mater 2021; 37:1227-1236. [PMID: 34162501 DOI: 10.1016/j.dental.2021.06.002] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Revised: 05/27/2021] [Accepted: 06/02/2021] [Indexed: 11/22/2022]
Abstract
OBJECTIVES To provide dental practitioners and researchers with a comprehensive and transparent evidence-based overview of physical robot initiatives in all fields of dentistry. DATA Articles published since 1985 concerning primary data on physical robot technology in dentistry were selected. Characteristics of the papers were extracted such as the respective field of dentistry, year of publication as well as a description of its usage. SOURCES Bibliographic databases PubMed, Embase, and Scopus were searched. A hand search through reference lists of all included articles was performed. STUDY SELECTION The search timeline was between January 1985 and October 2020. All types of scientific literature in all languages were included concerning fields of dentistry ranging from student training to implantology. Robot technology solely for the purpose of research and maxillofacial surgery were excluded. In total, 94 articles were included in this systematic review. CONCLUSIONS This study provides a systematic overview of initiatives using robot technology in dentistry since its very beginning. While there were many interesting robot initiatives reported, the overall quality of the literature, in terms of clinical validation, is low. Scientific evidence regarding the benefits, results and cost-efficiency of commercially available robotic solutions in dentistry is lacking. The rise in availability of open source control systems, compliant robot systems and the design of dentistry-specific robot technology might facilitate the process of technological development in the near future. The authors are confident that robotics will provide useful solutions in the future but, strongly, encourage an evidence-based approach when adapting to new (robot) technology.
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Robotic Applications in Orthodontics: Changing the Face of Contemporary Clinical Care. BIOMED RESEARCH INTERNATIONAL 2021; 2021:9954615. [PMID: 34222490 PMCID: PMC8225419 DOI: 10.1155/2021/9954615] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Accepted: 06/02/2021] [Indexed: 11/18/2022]
Abstract
The last decade (2010-2021) has witnessed the evolution of robotic applications in orthodontics. This review scopes and analyzes published orthodontic literature in eight different domains: (1) robotic dental assistants; (2) robotics in diagnosis and simulation of orthodontic problems; (3) robotics in orthodontic patient education, teaching, and training; (4) wire bending and customized appliance robotics; (5) nanorobots/microrobots for acceleration of tooth movement and for remote monitoring; (6) robotics in maxillofacial surgeries and implant placement; (7) automated aligner production robotics; and (8) TMD rehabilitative robotics. A total of 1,150 records were searched, of which 124 potentially relevant articles were retrieved in full. 87 studies met the selection criteria following screening and were included in the scoping review. The review found that studies pertaining to arch wire bending and customized appliance robots, simulative robots for diagnosis, and surgical robots have been important areas of research in the last decade (32%, 22%, and 16%). Rehabilitative robots and nanorobots are quite promising and have been considerably reported in the orthodontic literature (13%, 9%). On the other hand, assistive robots, automated aligner production robots, and patient robots need more scientific data to be gathered in the future (1%, 1%, and 6%). Technological readiness of different robotic applications in orthodontics was further assessed. The presented eight domains of robotic technologies were assigned to an estimated technological readiness level according to the information given in the publications. Wire bending robots, TMD robots, nanorobots, and aligner production robots have reached the highest levels of technological readiness: 9; diagnostic robots and patient robots reached level 7, whereas surgical robots and assistive robots reached lower levels of readiness: 4 and 3, respectively.
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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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Chopra SS, Sahoo NK. Pandemic proofing dental education. Med J Armed Forces India 2021; 77:S31-S36. [PMID: 33612929 PMCID: PMC7873679 DOI: 10.1016/j.mjafi.2020.11.025] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2020] [Accepted: 11/24/2020] [Indexed: 11/18/2022] Open
Abstract
Imparting dental education in times of the current pandemic of COVID-19 has transformed it to a Gordian knot. Dental education must focus on educating dental students for a lifetime of clinical practice. It must inspire them to pursue professional development during this era of rapid advancements and transformation, while being ethical and empathic. This pandemic has denied or limited access to clinical learning avenues for students. Hence, there is a need to adapt to the 'new normal' during and after this pandemic by finding a viable solution. This adverse situation must stimulate the dental educators to prepare a COVID-proof curriculum to tackle any (including the current) pandemic situation and prepare academicians to be ready to face such untoward occurrences in future. This would entail redefining learning outcomes, improvising teaching protocols, and adapting current assessment practices.
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Affiliation(s)
- Sukhbir Singh Chopra
- Deputy Commandant, Command Military Dental Centre (Southern Command), Pune, India
| | - Nanda Kishore Sahoo
- Directorate General of Dental Services, Adjutant Generals' Branch, 'L' Block, New Delhi, India
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14
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Al-Johani K, Jamal BT, Hassan M, Al-Sebaei MO. Knowledge and Attitude of Dental Students Towards Medical Emergencies at King Abdulaziz University, Jeddah, Saudi Arabia. ANNALS OF DENTAL SPECIALTY 2021. [DOI: 10.51847/yrxgh18nn1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
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15
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Yuji K, Makoto S, Akihisa O, Kazuhisa T, Yasuhiro T, Toyohiro H. Distinction of Students and Expert Therapists Based on Therapeutic Motions on a Robotic Device Using Support Vector Machine. J Med Biol Eng 2020. [DOI: 10.1007/s40846-020-00562-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Abstract
Purpose
To clarify the feature values of exercise therapy that can differentiate students and expert therapists and use this information as a reference for exercise therapy education.
Methods
The participants were therapists with 5 or more years of clinical experience and 4th year students at occupational therapist training schools who had completed their clinical practices. The exercise therapy task included Samothrace (code name, SAMO) exercises implemented on the elbow joint based on the elbow flexion angle, angular velocity, and exercise interval recordings. For analyses and student/therapist comparisons, the peak flexion angle, peak velocity, and movement time were calculated using data on elbow angle changes acquired via SAMO. Subsequently, bootstrap data were generated to differentiate between the exercise therapy techniques adopted by therapists and students, and a support vector machine was used to generate four types of data combinations with the peak flexion angle, peak velocity, and movement time values. These data were used to estimate and compare the respective accuracies with the Friedman test.
Results
The peak flexion angles were significantly smaller in the case of students. Furthermore, the peak velocities were larger, the peak flexion angles were smaller, and the movement times were shorter compared with those of therapists. The combination of peak velocity and peak flexion angle yielded the highest diagnostic accuracies.
Conclusion
When students and therapists performed upper limb exercise therapy techniques based on the kinematics movement of a robot arm, the movement speeds and joint angles differed. The combination of peak velocity and peak flexion angle was the most effective classifier used for the differentiation of the abilities of students and therapists. The peak velocity and peak flexion angle of the therapist group can be used as a reference for students when they learn upper limb therapeutic exercise techniques.
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Dentronics: Towards robotics and artificial intelligence in dentistry. Dent Mater 2020; 36:765-778. [PMID: 32349877 DOI: 10.1016/j.dental.2020.03.021] [Citation(s) in RCA: 63] [Impact Index Per Article: 15.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2019] [Revised: 03/18/2020] [Accepted: 03/19/2020] [Indexed: 11/21/2022]
Abstract
OBJECTIVES This paper provides an overview of existing applications and concepts of robotic systems and artificial intelligence in dentistry. This review aims to provide the community with novel inputs and argues for an increased utilization of these recent technological developments, referred to as Dentronics, in order to advance dentistry. METHODS First, background on developments in robotics, artificial intelligence (AI) and machine learning (ML) are reviewed that may enable novel assistive applications in dentistry (Sec A). Second, a systematic technology review that evaluates existing state-of-the-art applications in AI, ML and robotics in the context of dentistry is presented (Sec B). RESULTS A systematic literature research in pubmed yielded in a total of 558 results. 41 studies related to ML, 53 studies related to AI and 49 original research papers on robotics application in dentistry were included. ML and AI have been applied in dental research to analyze large amounts of data to eventually support dental decision making, diagnosis, prognosis and treatment planning with the help of data-driven analysis algorithms based on machine learning. So far, only few robotic applications have made it to reality, mostly restricted to pilot use cases. SIGNIFICANCE The authors believe that dentistry can greatly benefit from the current rise of digital human-centered automation and be transformed towards a new robotic, ML and AI-enabled era. In the future, Dentronics will enhance reliability, reproducibility, accuracy and efficiency in dentistry through the democratized use of modern dental technologies, such as medical robot systems and specialized artificial intelligence. Dentronics will increase our understanding of disease pathogenesis, improve risk-assessment-strategies, diagnosis, disease prediction and finally lead to better treatment outcomes.
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Wong G, Apthorpe HC, Ruiz K, Nanayakkara S. A Tale of Two Teaching Methods: Students' Clinical Perspectives on Administering Dental Local Anesthetics. J Dent Educ 2020; 84:166-175. [PMID: 32043589 DOI: 10.21815/jde.019.171] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/14/2019] [Indexed: 09/01/2023]
Abstract
Various preclinical methodologies have been adopted by dental and oral health programs to develop student competence in administering dental local anesthetics (LA). Student-to-student practice is the most common preclinical training method. However, manikin simulation models have been introduced to avoid possible complications and ethical concerns with student-to-student injections. In 2017, the methodology was changed in the Bachelor of Oral Health program at The University of Sydney School of Dentistry in Australia from student-to-student practice to manikin simulation models. The aim of this study was to compare the students' learning experience, perceived confidence, and anxiety in giving their first injections to patients in these two preclinical training methods. A mixed-methods cohort design was used to compare the 2016 (n = 42) and 2017 (n = 32) oral health students' experiences and perceptions and evaluate students' clinical experience after commencing LA practice on patients. Students completed a questionnaire about their perceived level of confidence and anxiety before and after their first LA to a child and an adult for both infiltration and inferior alveolar nerve b lock (IANB) injections. Focus groups were conducted to further investigate the students' experience. The results showed that the perceived confidence and anxiety of the two cohorts did not differ significantly from each other. Although students found it difficult to transition into clinical practice without having experienced LA themselves, the manikin simulation practice provided a safe learning platform that avoided ethical and legal concerns. These findings support the use of manikin simulation models as an alte rnative method for dental local anesthetic preclinical training.
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Murbay S, Neelakantan P, Chang JWW, Yeung S. 'Evaluation of the introduction of a dental virtual simulator on the performance of undergraduate dental students in the pre-clinical operative dentistry course'. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:5-16. [PMID: 31278815 DOI: 10.1111/eje.12453] [Citation(s) in RCA: 43] [Impact Index Per Article: 10.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/04/2018] [Accepted: 06/30/2019] [Indexed: 05/28/2023]
Abstract
INTRODUCTION Virtual reality-based platforms are becoming increasingly popular in education. The aim of this study was to evaluate the performance of undergraduate dental students with the introduction of the Moog Simodont dental trainer (VR) within the pre-clinical curriculum in the direct restoration module of the operative dentistry course using manual and digital methods. METHODS Thirty-two randomly selected year 2 undergraduate students were divided into two groups: group 1, exposed to the Moog Simodont dental trainer (VR) and group 2, no exposure to VR. All students were then evaluated in carrying out a Class I preparation in a single-blinded fashion. All preparations were evaluated by three assessors using a traditional manual approach and a digital software. Statistical analysis of the data was performed using chi-square test (alpha = 0.05). RESULTS The number of students who performed satisfactory preparations was more in group 1 (12/16), compared to group 2 (7/16). The percentage of satisfactory domains was significantly higher in group 1, compared to group 2, both in the manual evaluation (83.9% (94/112) and 59.8% (67/112) in groups 1 and 2, respectively) and in the digital evaluation (85.7% (96/112) and 55.4% (62/112) in groups 1 and 2, respectively) (P < .05). There was no significant difference between the manual and digital methods of evaluation with regard to the percentage of satisfactory or unsatisfactory preparations (P > .05). CONCLUSIONS The use of the Moog Simodont dental trainer (VR) significantly improved the satisfactory performance of students. The virtual reality simulator may be a valuable adjunct in the undergraduate direct restorations course and for remedial student.
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Affiliation(s)
- Sukhdeep Murbay
- Prince Philip Dental Hospital, The University of Hong Kong, Hong Kong, China
| | - Prasanna Neelakantan
- Faculty of Dentistry, Prince Philip Dental Hospital, The University of Hong Kong, Hong Kong, China
| | - Jeffrey Wen Wei Chang
- Faculty of Dentistry, Prince Philip Dental Hospital, The University of Hong Kong, Hong Kong, China
| | - Shadow Yeung
- Dental Faculty-Centralised Research Laboratory, Prince Philip Dental Hospital, The University of Hong Kong, Hong Kong, China
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Marti K, Sandhu G, Aljadeff L, Greene R, Lesch AB, Le JM, Pinsky HM, Rooney DM. Simulation-Based Medical Emergencies Education for Dental Students: A Three-Year Evaluation. J Dent Educ 2019; 83:973-980. [PMID: 30962311 DOI: 10.21815/jde.019.084] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2018] [Accepted: 12/20/2018] [Indexed: 11/20/2022]
Abstract
This aim of this study was to develop and evaluate a simulation program for dental students to supplement a lecture-based medical emergencies course. Students' self-reported knowledge, experience, confidence, and ability regarding medical emergencies were assessed as program outcomes. For three years (in 2014, 2015, and 2016), all second-year students (N=333) at one U.S. dental school were randomly assigned to groups of 15 and participated in 15 simulated clinical scenarios. All students completed a 21-item pre-post survey and rated their knowledge, experience, and confidence using simulated emergencies. Following the intervention, students' ability to complete critical actions was also peer-assessed using a ten-item checklist. Four open-ended questions were included on the post-intervention survey for acquisition of additional data. For all years, students' self-reported measurements significantly improved with high practical impact (p≤0.001, g=|0.62, 3.93|), with the exception of calling 911 (knowledge). Peer-rated performance indicated the students were deficient (<75% success) in the following: inhaler use, dose of local anesthetic, dose of epinephrine, and EpiPen use. Content analysis of students' comments pointed to areas that need improvement but found high satisfaction with the program. These findings indicate that this program improved students' knowledge, experience, and confidence using simulated medical emergencies.
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Affiliation(s)
- Kyriaki Marti
- Kyriaki Marti, DMD, MD, MHPE, PhD, CHSE, FEBOMFS, is Clinical Assistant Professor, Department of Oral and Maxillofacial Surgery, Department of Periodontics and Oral Medicine, and Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry; Gurjit Sandhu, PhD, is Assistant Professor, Department of Surgery and Department of Learning Health Sciences, University of Michigan Medical School; Lior Aljadeff, DDS, MD, is Oral and Maxillofacial Surgery Resident, Division of Oral and Maxillofacial Surgery, University of Texas Southwestern Medical Center/Parkland Memorial Hospital; Rachel Greene, DDS, is Clinical Instructor, Department of Restorative Dentistry, University of Washington School of Dentistry; Amy B. Lesch, DDS, is Resident, Pediatric Dentistry and Dental Public Health Residency Program, Department of Pediatric Dentistry, University of Iowa College of Dentistry & Dental Clinics; John M. Le, DDS, is Oral and Maxillofacial Surgery Resident, University of Alabama at Birmingham; Harold M. Pinsky, DDS, is Adjunct Clinical Lecturer, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; and Deborah M. Rooney, PhD, is Assistant Professor, Department of Learning Health Sciences, University of Michigan Medical School.
| | - Gurjit Sandhu
- Kyriaki Marti, DMD, MD, MHPE, PhD, CHSE, FEBOMFS, is Clinical Assistant Professor, Department of Oral and Maxillofacial Surgery, Department of Periodontics and Oral Medicine, and Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry; Gurjit Sandhu, PhD, is Assistant Professor, Department of Surgery and Department of Learning Health Sciences, University of Michigan Medical School; Lior Aljadeff, DDS, MD, is Oral and Maxillofacial Surgery Resident, Division of Oral and Maxillofacial Surgery, University of Texas Southwestern Medical Center/Parkland Memorial Hospital; Rachel Greene, DDS, is Clinical Instructor, Department of Restorative Dentistry, University of Washington School of Dentistry; Amy B. Lesch, DDS, is Resident, Pediatric Dentistry and Dental Public Health Residency Program, Department of Pediatric Dentistry, University of Iowa College of Dentistry & Dental Clinics; John M. Le, DDS, is Oral and Maxillofacial Surgery Resident, University of Alabama at Birmingham; Harold M. Pinsky, DDS, is Adjunct Clinical Lecturer, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; and Deborah M. Rooney, PhD, is Assistant Professor, Department of Learning Health Sciences, University of Michigan Medical School
| | - Lior Aljadeff
- Kyriaki Marti, DMD, MD, MHPE, PhD, CHSE, FEBOMFS, is Clinical Assistant Professor, Department of Oral and Maxillofacial Surgery, Department of Periodontics and Oral Medicine, and Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry; Gurjit Sandhu, PhD, is Assistant Professor, Department of Surgery and Department of Learning Health Sciences, University of Michigan Medical School; Lior Aljadeff, DDS, MD, is Oral and Maxillofacial Surgery Resident, Division of Oral and Maxillofacial Surgery, University of Texas Southwestern Medical Center/Parkland Memorial Hospital; Rachel Greene, DDS, is Clinical Instructor, Department of Restorative Dentistry, University of Washington School of Dentistry; Amy B. Lesch, DDS, is Resident, Pediatric Dentistry and Dental Public Health Residency Program, Department of Pediatric Dentistry, University of Iowa College of Dentistry & Dental Clinics; John M. Le, DDS, is Oral and Maxillofacial Surgery Resident, University of Alabama at Birmingham; Harold M. Pinsky, DDS, is Adjunct Clinical Lecturer, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; and Deborah M. Rooney, PhD, is Assistant Professor, Department of Learning Health Sciences, University of Michigan Medical School
| | - Rachel Greene
- Kyriaki Marti, DMD, MD, MHPE, PhD, CHSE, FEBOMFS, is Clinical Assistant Professor, Department of Oral and Maxillofacial Surgery, Department of Periodontics and Oral Medicine, and Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry; Gurjit Sandhu, PhD, is Assistant Professor, Department of Surgery and Department of Learning Health Sciences, University of Michigan Medical School; Lior Aljadeff, DDS, MD, is Oral and Maxillofacial Surgery Resident, Division of Oral and Maxillofacial Surgery, University of Texas Southwestern Medical Center/Parkland Memorial Hospital; Rachel Greene, DDS, is Clinical Instructor, Department of Restorative Dentistry, University of Washington School of Dentistry; Amy B. Lesch, DDS, is Resident, Pediatric Dentistry and Dental Public Health Residency Program, Department of Pediatric Dentistry, University of Iowa College of Dentistry & Dental Clinics; John M. Le, DDS, is Oral and Maxillofacial Surgery Resident, University of Alabama at Birmingham; Harold M. Pinsky, DDS, is Adjunct Clinical Lecturer, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; and Deborah M. Rooney, PhD, is Assistant Professor, Department of Learning Health Sciences, University of Michigan Medical School
| | - Amy B Lesch
- Kyriaki Marti, DMD, MD, MHPE, PhD, CHSE, FEBOMFS, is Clinical Assistant Professor, Department of Oral and Maxillofacial Surgery, Department of Periodontics and Oral Medicine, and Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry; Gurjit Sandhu, PhD, is Assistant Professor, Department of Surgery and Department of Learning Health Sciences, University of Michigan Medical School; Lior Aljadeff, DDS, MD, is Oral and Maxillofacial Surgery Resident, Division of Oral and Maxillofacial Surgery, University of Texas Southwestern Medical Center/Parkland Memorial Hospital; Rachel Greene, DDS, is Clinical Instructor, Department of Restorative Dentistry, University of Washington School of Dentistry; Amy B. Lesch, DDS, is Resident, Pediatric Dentistry and Dental Public Health Residency Program, Department of Pediatric Dentistry, University of Iowa College of Dentistry & Dental Clinics; John M. Le, DDS, is Oral and Maxillofacial Surgery Resident, University of Alabama at Birmingham; Harold M. Pinsky, DDS, is Adjunct Clinical Lecturer, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; and Deborah M. Rooney, PhD, is Assistant Professor, Department of Learning Health Sciences, University of Michigan Medical School
| | - John M Le
- Kyriaki Marti, DMD, MD, MHPE, PhD, CHSE, FEBOMFS, is Clinical Assistant Professor, Department of Oral and Maxillofacial Surgery, Department of Periodontics and Oral Medicine, and Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry; Gurjit Sandhu, PhD, is Assistant Professor, Department of Surgery and Department of Learning Health Sciences, University of Michigan Medical School; Lior Aljadeff, DDS, MD, is Oral and Maxillofacial Surgery Resident, Division of Oral and Maxillofacial Surgery, University of Texas Southwestern Medical Center/Parkland Memorial Hospital; Rachel Greene, DDS, is Clinical Instructor, Department of Restorative Dentistry, University of Washington School of Dentistry; Amy B. Lesch, DDS, is Resident, Pediatric Dentistry and Dental Public Health Residency Program, Department of Pediatric Dentistry, University of Iowa College of Dentistry & Dental Clinics; John M. Le, DDS, is Oral and Maxillofacial Surgery Resident, University of Alabama at Birmingham; Harold M. Pinsky, DDS, is Adjunct Clinical Lecturer, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; and Deborah M. Rooney, PhD, is Assistant Professor, Department of Learning Health Sciences, University of Michigan Medical School
| | - Harold M Pinsky
- Kyriaki Marti, DMD, MD, MHPE, PhD, CHSE, FEBOMFS, is Clinical Assistant Professor, Department of Oral and Maxillofacial Surgery, Department of Periodontics and Oral Medicine, and Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry; Gurjit Sandhu, PhD, is Assistant Professor, Department of Surgery and Department of Learning Health Sciences, University of Michigan Medical School; Lior Aljadeff, DDS, MD, is Oral and Maxillofacial Surgery Resident, Division of Oral and Maxillofacial Surgery, University of Texas Southwestern Medical Center/Parkland Memorial Hospital; Rachel Greene, DDS, is Clinical Instructor, Department of Restorative Dentistry, University of Washington School of Dentistry; Amy B. Lesch, DDS, is Resident, Pediatric Dentistry and Dental Public Health Residency Program, Department of Pediatric Dentistry, University of Iowa College of Dentistry & Dental Clinics; John M. Le, DDS, is Oral and Maxillofacial Surgery Resident, University of Alabama at Birmingham; Harold M. Pinsky, DDS, is Adjunct Clinical Lecturer, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; and Deborah M. Rooney, PhD, is Assistant Professor, Department of Learning Health Sciences, University of Michigan Medical School
| | - Deborah M Rooney
- Kyriaki Marti, DMD, MD, MHPE, PhD, CHSE, FEBOMFS, is Clinical Assistant Professor, Department of Oral and Maxillofacial Surgery, Department of Periodontics and Oral Medicine, and Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry; Gurjit Sandhu, PhD, is Assistant Professor, Department of Surgery and Department of Learning Health Sciences, University of Michigan Medical School; Lior Aljadeff, DDS, MD, is Oral and Maxillofacial Surgery Resident, Division of Oral and Maxillofacial Surgery, University of Texas Southwestern Medical Center/Parkland Memorial Hospital; Rachel Greene, DDS, is Clinical Instructor, Department of Restorative Dentistry, University of Washington School of Dentistry; Amy B. Lesch, DDS, is Resident, Pediatric Dentistry and Dental Public Health Residency Program, Department of Pediatric Dentistry, University of Iowa College of Dentistry & Dental Clinics; John M. Le, DDS, is Oral and Maxillofacial Surgery Resident, University of Alabama at Birmingham; Harold M. Pinsky, DDS, is Adjunct Clinical Lecturer, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; and Deborah M. Rooney, PhD, is Assistant Professor, Department of Learning Health Sciences, University of Michigan Medical School
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Li J, Shen Z, Xu WYT, Lam WYH, Hsung RTC, Pow EHN, Kosuge K, Wang Z. A Compact Dental Robotic System Using Soft Bracing Technique. IEEE Robot Autom Lett 2019. [DOI: 10.1109/lra.2019.2894864] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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21
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Vaughan M, Park A, Sholapurkar A, Esterman A. Medical emergencies in dental practice - management requirements and international practitioner proficiency. A scoping review. Aust Dent J 2018; 63:455-466. [DOI: 10.1111/adj.12649] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/27/2018] [Indexed: 11/29/2022]
Affiliation(s)
- M Vaughan
- Faculty of Dentistry; College of Medicine and Dentistry; James Cook University; Smithfield Queensland Australia
| | - A Park
- Faculty of Dentistry; College of Medicine and Dentistry; James Cook University; Smithfield Queensland Australia
| | - A Sholapurkar
- Faculty of Dentistry; College of Medicine and Dentistry; James Cook University; Smithfield Queensland Australia
| | - A Esterman
- School of Nursing and Midwifery; University of South Australia; Adelaide South Australia Australia
- Australian Institute of Tropical Health and Medicine; James Cook University; Smithfield Queensland Australia
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Abe S, Noguchi N, Matsuka Y, Shinohara C, Kimura T, Oka K, Okura K, Rodis OMM, Kawano F. Educational effects using a robot patient simulation system for development of clinical attitude. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e327-e336. [PMID: 29091328 DOI: 10.1111/eje.12298] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/02/2017] [Indexed: 06/07/2023]
Abstract
INTRODUCTION The aim of this study was to assess the effectiveness of improving the attitude of dental students towards the use of a full-body patient simulation system (SIMROID) compared to the traditional mannequin (CLINSIM) for dental clinical education. MATERIALS AND METHODS The participants were 10 male undergraduate dental students who had finished clinical training in the university hospital 1 year before this study started. They performed a crown preparation on an upper pre-molar tooth using SIMROID and CLINSIM as the practical clinical trials. The elapsed time for preparation was recorded. The taper of the abutment teeth was measured using a 3-dimensional shape-measuring device after this trial. In addition, a self-reported questionnaire was collected that included physical pain, treatment safety and maintaining a clean area for each simulator. Qualitative data analysis of a free format report about SIMROID was performed using text mining analysis. This trial was performed twice at 1-month intervals. RESULTS The students considered physical pain, treatment safety and a clean area for SIMROID significantly better than that for CLINSIM (P < .01). The elapsed time of preparation in the second practical clinical trial was significantly lower than in the first for SIMROID and CLINSIM (P < .01). However, there were no significant differences between the abutment tapers for both systems. For the text mining analysis, most of the students wrote that SIMROID was similar to real patients. CONCLUSION The use of SIMROID was proven to be effective in improving the attitude of students towards patients, thereby giving importance to considerations for actual patients during dental treatment.
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Affiliation(s)
- S Abe
- Department of Comprehensive Dentistry, Graduate School of Biomedical Sciences, Tokushima University, Tokushima, Japan
| | - N Noguchi
- Division of Oral Care and Clinical Education, Tokushima University Hospital, Tokushima, Japan
| | - Y Matsuka
- Department of Stomatognathic Function and Occlusal Reconstruction, Graduate School of Biomedical Sciences, Tokushima University, Tokushima, Japan
| | - C Shinohara
- Department of Comprehensive Dentistry, Graduate School of Biomedical Sciences, Tokushima University, Tokushima, Japan
| | - T Kimura
- Division of Oral Care and Clinical Education, Tokushima University Hospital, Tokushima, Japan
| | - K Oka
- Division of Oral Care and Clinical Education, Tokushima University Hospital, Tokushima, Japan
| | - K Okura
- Department of Stomatognathic Function and Occlusal Reconstruction, Graduate School of Biomedical Sciences, Tokushima University, Tokushima, Japan
| | - O M M Rodis
- School of Oral Health and Welfare, Institute of Biomedical Sciences, Tokushima University Graduate School, Tokushima, Japan
| | - F Kawano
- Department of Comprehensive Dentistry, Graduate School of Biomedical Sciences, Tokushima University, Tokushima, Japan
- Division of Oral Care and Clinical Education, Tokushima University Hospital, Tokushima, Japan
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Kishimoto N, Mukai N, Honda Y, Hirata Y, Tanaka M, Momota Y. Simulation training for medical emergencies in the dental setting using an inexpensive software application. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e350-e357. [PMID: 29120509 DOI: 10.1111/eje.12301] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/17/2017] [Indexed: 06/07/2023]
Abstract
INTRODUCTION Every dental provider needs to be educated about medical emergencies to provide safe dental care. Simulation training is available with simulators such as advanced life support manikins and robot patients. However, the purchase and development costs of these simulators are high. We have developed a simulation training course on medical emergencies using an inexpensive software application. The purpose of this study was to evaluate the educational effectiveness of this course. MATERIALS AND METHODS Fifty-one dental providers participated in this study from December 2014 to March 2015. Medical simulation software was used to simulate a patient's vital signs. We evaluated participants' ability to diagnose and treat vasovagal syncope or anaphylaxis with an evaluation sheet and conducted a questionnaire before and after the scenario-based simulation training. RESULTS The median evaluation sheet score for vasovagal syncope increased significantly from 7/9 before to 9/9 after simulation training. The median score for anaphylaxis also increased significantly from 8/12 to 12/12 (P < .01). For the item "I can treat vasovagal syncope/anaphylaxis adequately," the percentage responding "Strongly agree" or "Agree" increased from 14% to 56% for vasovagal syncope and from 6% to 42% for anaphylaxis with simulation training. CONCLUSIONS This simulation course improved participants' ability to diagnose and treat medical emergencies and improved their confidence. This course can be offered inexpensively using a software application.
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Affiliation(s)
- N Kishimoto
- Department of Anesthesiology, Osaka Dental University, Osaka, Japan
| | - N Mukai
- Department of Fixed Prosthodontics and Occlusion, Osaka Dental University, Osaka, Japan
| | - Y Honda
- Institute of Dental Research, Osaka Dental University, Osaka, Japan
| | - Y Hirata
- Department of Anesthesiology, Osaka Dental University, Osaka, Japan
| | - M Tanaka
- Department of Fixed Prosthodontics and Occlusion, Osaka Dental University, Osaka, Japan
| | - Y Momota
- Department of Anesthesiology, Osaka Dental University, Osaka, Japan
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Roy E, Quinsat VE, Bazin O, Lesclous P, Lejus-Bourdeau C. High-fidelity simulation in training dental students for medical life-threatening emergency. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e261-e268. [PMID: 28833993 DOI: 10.1111/eje.12284] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/13/2017] [Indexed: 06/07/2023]
Abstract
INTRODUCTION Any dental surgeon may be faced with a critical life-threatening emergency situation. In our university, all students in dentistry receive a standard course on emergency first aid. The aim of this prospective, comparative, single-centre study was to determine whether additional training on a high-fidelity patient simulator would improve student performance. METHODS After approval by an Ethical Committee and written informed consent, the students of the Simulation group (n=42) had full-scale high-fidelity training on a patient simulator SimMan 3G™ (3 hours by six students). They participated in pairs in two scenarios (airway obstruction, seizures, allergies, vasovagal syncope, asthma, chest pain). The first scenario was simple, and the second was a progression to cardiac arrest. Three months later, the Simulation group and the Control group (n=42) participated in a test session with two scenarios. The primary end point was the score at the test session (with a standardised scoring grill, direct observation and audio-video recording). Data were median and 25%-75% percentiles. RESULTS High-fidelity training strongly improved the score on the test obtained by the students of the Simulation group (146 [134-154]) which was much higher (P<.0001) than in the Control group (77 [67-85]). Technical as well as non-technical skills components of the scores were improved. In addition, performances of the Simulation group were increased between the training and the test. Simulation session was very positively assessed by the students. CONCLUSIONS The results support the systematic introduction of training to critical life-threatening emergency situations on high-fidelity patient simulators the dentistry curriculum. The impact on clinical practice in the dental office remains to be assessed.
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Affiliation(s)
- E Roy
- Laboratoire Expérimental de Simulation en Médecine Intensive de l'Université (LE SiMU), Nantes, France
- Service d'Odontologie Conservatrice et Pédiatrique, Centre de Soins Dentaires, C.H.U. Nantes, Nantes, France
| | - V E Quinsat
- Laboratoire Expérimental de Simulation en Médecine Intensive de l'Université (LE SiMU), Nantes, France
- Service d'Odontologie Restauratrice et Chirurgicale, Centre de Soins Dentaires, C.H.U. Nantes, Nantes, France
| | - O Bazin
- Laboratoire Expérimental de Simulation en Médecine Intensive de l'Université (LE SiMU), Nantes, France
- Service d'Anesthésie et de Réanimation Chirurgicale, Hôtel-Dieu Hôpital Mère Enfant, C.H.U. Nantes, Nantes, France
| | - P Lesclous
- Service d'Odontologie Restauratrice et Chirurgicale, Centre de Soins Dentaires, C.H.U. Nantes, Nantes, France
| | - C Lejus-Bourdeau
- Laboratoire Expérimental de Simulation en Médecine Intensive de l'Université (LE SiMU), Nantes, France
- Service d'Anesthésie et de Réanimation Chirurgicale, Hôtel-Dieu Hôpital Mère Enfant, C.H.U. Nantes, Nantes, France
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Rubin ME, Hansen HJ. An Emergency Simulation Course in a Postdoctoral General Dentistry Program: The New York Presbyterian/Weill Cornell Medicine Experience. J Dent Educ 2017; 81:1345-1350. [PMID: 29093148 DOI: 10.21815/jde.017.094] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2017] [Accepted: 05/14/2017] [Indexed: 11/20/2022]
Abstract
Dentists can encounter life-threatening medical emergencies during the provision of routine dental care and must therefore be comfortable with the management of these emergencies. High-fidelity simulation has been used routinely in medical and surgical training and is a recognized and effective educational and assessment tool. The aim of this study was to develop and evaluate a new high-fidelity simulation training course in medical emergency management for residents in the General Practice Residency program at New York Presbyterian/Weill Cornell Medicine. In academic years 2014-16, first-year GPR residents were required to take a simulation course covering medical emergency scenarios that are commonly encountered in the dental office. The course involved a team approach to emergency management with active participation by faculty and residents and with each training session followed by feedback and a formal review of the emergencies covered. Evaluation was achieved through completion of questionnaires by the residents following each session. A total of 14 residents (seven in each year) participated, completing 78 questionnaires in the two-year period. They gave the course an overall rating of 4.91 on a scale from 1 to 5, indicating strong agreement with the utility of the course as a learning tool in medical emergency management training. This course is now fully integrated into the GPR educational program at this institution and is a successful component of the emergency medicine curriculum.
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Affiliation(s)
- Marsha E Rubin
- Dr. Rubin is Assistant Professor of Surgery, Division of Dentistry, Oral & Maxillofacial Surgery, Weill Cornell Medicine, as well as Director of Dentistry, New York Presbyterian/Weill Cornell Medicine and Chief of Dental Medicine, New York Presbyterian Queens; Dr. Hansen is Assistant Professor of Surgery, Division of Dentistry, Oral & Maxillofacial Surgery, Weill Cornell Medicine and Program Director, General Practice Residency, New York Presbyterian/Weill Cornell Medicine
| | - Heidi J Hansen
- Dr. Rubin is Assistant Professor of Surgery, Division of Dentistry, Oral & Maxillofacial Surgery, Weill Cornell Medicine, as well as Director of Dentistry, New York Presbyterian/Weill Cornell Medicine and Chief of Dental Medicine, New York Presbyterian Queens; Dr. Hansen is Assistant Professor of Surgery, Division of Dentistry, Oral & Maxillofacial Surgery, Weill Cornell Medicine and Program Director, General Practice Residency, New York Presbyterian/Weill Cornell Medicine.
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Perry S, Burrow MF, Leung WK, Bridges SM. Simulation and curriculum design: a global survey in dental education. Aust Dent J 2017; 62:453-463. [DOI: 10.1111/adj.12522] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/11/2017] [Indexed: 11/28/2022]
Affiliation(s)
- S Perry
- Faculty of Education; The University of Hong Kong; Hong Kong China
| | - MF Burrow
- Melbourne Dental School; The University of Melbourne; Melbourne Victoria Australia
| | - WK Leung
- Faculty of Dentistry; University of Hong Kong; Hong Kong China
| | - SM Bridges
- Faculty of Education/ Centre for the Enhancement of Teaching and Learning; The University of Hong Kong; Hong Kong China
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Roy E, Bakr MM, George R. The need for virtual reality simulators in dental education: A review. Saudi Dent J 2017; 29:41-47. [PMID: 28490842 PMCID: PMC5411891 DOI: 10.1016/j.sdentj.2017.02.001] [Citation(s) in RCA: 64] [Impact Index Per Article: 9.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2015] [Revised: 01/23/2017] [Accepted: 02/01/2017] [Indexed: 11/17/2022] Open
Abstract
Virtual reality simulators are becoming an essential part of modern education. The benefits of Virtual reality in dentistry is constantly being assessed as a method or an adjunct to improve fine motor skills, hand-eye coordination in pre-clinical settings and overcome the monetary and intellectual challenges involved with such training. This article, while providing an overview of the virtual reality dental simulators, also looks at the link between virtual reality simulation and current pedagogical knowledge.
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Affiliation(s)
| | | | - Roy George
- Corresponding author at: School of Dentistry and Oral Health, Griffith Health Centre (G40), Southport, QLD 4215, Australia.School of Dentistry and Oral HealthGriffith Health Centre (G40)SouthportQLD4215Australia
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Bilich LA, Jackson SC, Bray BS, Willson MN. High-Fidelity Simulation: Preparing Dental Hygiene Students for Managing Medical Emergencies. J Dent Educ 2015. [DOI: 10.1002/j.0022-0337.2015.79.9.tb06001.x] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Lisa A. Bilich
- Dental Hygiene Department; Eastern Washington University
| | | | - Brenda S. Bray
- Department of Pharmacotherapy and Director of Assessment; College of Pharmacy; Washington State University
| | - Megan N. Willson
- Department of Pharmacotherapy; College of Pharmacy; Washington State University
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