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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] [MESH Headings] [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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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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Marhuenda Ramos MT, Faus-Matoses I, Zubizarreta-Macho Á, Riad Deglow E, Lobo Galindo AB, Abella Sans F, Belanche Monterde A, Faus Matoses V. Influence of augmented reality technique on the accuracy of autotransplanted teeth in surgically created sockets. BMC Oral Health 2024; 24:415. [PMID: 38575886 PMCID: PMC10996197 DOI: 10.1186/s12903-024-04173-1] [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: 07/24/2023] [Accepted: 03/21/2024] [Indexed: 04/06/2024] Open
Abstract
BACKGROUND The objective of the present study was to evaluate the reliability of an augmented reality drilling approach and a freehand drilling technique for the autotransplantation of single-rooted teeth. MATERIALS AND METHODS Forty samples were assigned to the following surgical techniques for drilling guidance of the artificial sockets: A. augmented reality technique (AR) (n = 20) and B. conventional free-hand technique (FT) (n = 20). Then, two models with 10 teeth each were submitted to a preoperative cone-beam computed tomography (CBCT) scan and a digital impression by a 3D intraoral scan. Afterwards, the autotrasplanted teeth were planned in a 3D dental implant planning software and transferred to the augmented reality device. Then, a postoperative CBCT scan was performed. Data sets from postoperative CBCT scans were aligned to the planning in the 3D implant planning software to analize the coronal, apical and angular deviations. Student's t-test and Mann-Whitney non-parametric statistical analysis were used to analyze the results. RESULTS No statistically significant differences were shown at coronal (p = 0.123) and angular (p = 0.340) level; however, apical deviations between AR and FT study groups (p = 0.008) were statistically significant different. CONCLUSION The augmented reality appliance provides higher accuracy in the positioning of single-root autotransplanted teeth compared to the conventional free-hand technique.
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Affiliation(s)
| | - Ignacio Faus-Matoses
- Department of Stomatology, Faculty of Medicine and Dentistry, University of Valencia, 46010, Valencia, Spain
| | - Álvaro Zubizarreta-Macho
- Department of Dentistry, Faculty of Health Sciences, Alfonso X El Sabio University, 28691, Madrid, Spain.
- Department of Surgery, Faculty of Medicine and Dentistry, University of Salamanca, 37008, Salamanca, Spain.
| | - Elena Riad Deglow
- Department of Dentistry, Faculty of Health Sciences, Alfonso X El Sabio University, 28691, Madrid, Spain
| | - Ana Belén Lobo Galindo
- Department of Surgery, Faculty of Medicine and Dentistry, University of Salamanca, 37008, Salamanca, Spain
| | - Francesc Abella Sans
- Department of Endodontics, Universitat Internacional de Catalunya, 08195, Barcelona, Spain
| | - Alba Belanche Monterde
- Department of Surgery, Faculty of Medicine and Dentistry, University of Salamanca, 37008, Salamanca, Spain
| | - Vicente Faus Matoses
- Department of Stomatology, Faculty of Medicine and Dentistry, University of Valencia, 46010, Valencia, Spain
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Mânica S, Merdietio Boedi R, Pandey H, Shields C. Identifying teeth and tooth fragments from digital 3D models. Morphologie 2024; 108:100774. [PMID: 38457861 DOI: 10.1016/j.morpho.2024.100774] [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: 01/29/2024] [Revised: 02/21/2024] [Accepted: 02/22/2024] [Indexed: 03/10/2024]
Abstract
Dental anatomy is an essential skill for human identification in forensic odontology. With the advent of technology enabling virtual autopsies, there is scope for virtual consultation by forensic odontologists especially when the expertise is unavailable but needed in zones of conflict or disasters. This study aimed to investigate potential benefits and challenges of identifying intact and damaged teeth from 3D scanned digital models. Ten 3D tooth models - nine permanent and deciduous human teeth and one animal tooth were uploaded on a hosting platform. A 3-part survey was circulated among 60 forensic odontologists with questions about demography (P1), tooth identification of the scanned 3D models (P2) and the perceived usefulness of 3D models for tooth identification (P3). This was the first time that a survey required the identification of individual human teeth (intact or not) and animal tooth combined. The response rate for study participation was 58%. Substantial agreement among participants was seen in the determination of tooth classification (i.e., molars, premolars) or non-human and tooth within the same tooth class (i.e., lateral incisors, second molar) (both k=0.61). The least agreement (k=0.21) was seen in identification of tooth according to the FDI notation with a mean accuracy of 0.34. While most responders correctly identified the animal tooth, most incorrect responses were seen in the identification of the intact third molar. While 3D-scanned teeth have the potential to be identified virtually, forensic odontologists should continuously test their skills in tooth morphology and dental anatomy of humans (damaged or not) and animals.
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Affiliation(s)
- S Mânica
- Centre for Forensic and Legal Medicine and Dentistry, School of Dentistry, level 7, University of Dundee, Nethergate, Dundee DD1 4HN, Scotland, United Kingdom.
| | - R Merdietio Boedi
- Centre for Forensic and Legal Medicine and Dentistry, School of Dentistry, level 7, University of Dundee, Nethergate, Dundee DD1 4HN, Scotland, United Kingdom; Department of Dentistry, Universitas Diponegoro, Jl. Prof. Mr. Sunario, Tembalang, Semarang, Central Java 50275, Indonesia
| | - H Pandey
- Centre for Forensic and Legal Medicine and Dentistry, School of Dentistry, level 7, University of Dundee, Nethergate, Dundee DD1 4HN, Scotland, United Kingdom
| | - C Shields
- Dundee Dental School, University of Dundee, Nethergate, School of Dentistry, Dundee DD1 4HN, Scotland, United Kingdom
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Alzer H, Ismail NH, Alsoleihat F. Blended Learning with Video Demonstrations Enhances Dental Students' Achievements in Tooth Carving. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:1425-1431. [PMID: 38116478 PMCID: PMC10729676 DOI: 10.2147/amep.s426199] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Accepted: 11/28/2023] [Indexed: 12/21/2023]
Abstract
Background Learning fine motor skill is central to preclinical dental education. Dental students are introduced to anatomical tooth carving to facilitate the development of their fine motor skill and manual dexterity. Various carving technique exists, such as wax build-up, and geometric (block carving technique). Since substantial laboratory Time and instructors' effort are required to teach students the desired techniques, blended learning approach via pre-recorded demonstration may improve the teaching and learning efficiency of anatomical tooth carving. For years, we used the Geometric method to teach preclinical dental students to carve down tooth sculptures after performing live demonstrations for them. Multiple practical laboratory demonstrations are necessary to deepen the student's comprehensive understanding of dental anatomical features and teach them correct instrumentation; this is time-consuming and challenging due to limited laboratory hours and limited view field. Accordingly, in 2016 the teaching staff created videos for tooth drawing, carving, and identification, and uploaded them to the students' university platform. Years later, we decided to perform this retrospective study. Objective To assess the enhancement in students' tooth carving skills after implementing blended learning with video demonstrations. Methods The student's total grades were used for comparative purposes. The students' total grades between 2010 and 2019 were collected and categorized into two groups: Group 1 (n=858), which learned tooth carving by the Geometric method after live demonstrations, and Group 2 (972), which benefited from blended learning with video demonstrations in learning. The two groups' mean, median, mode, Percentile 75, and Percentile 90 were compared. Results Group 2 showed higher grades than group 1, and the differences between the two groups' mean and median were statistically significant p<0.001. Moreover, the mode, P75 and P90 favored group 2. Conclusion Results show that blended learning with video demonstrations enhanced the achievements of dental students in tooth carving.
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Affiliation(s)
- Heba Alzer
- Department of Restorative Dentistry, School of Dentistry, The University of Jordan, Amman, Jordan
| | - Noor H Ismail
- Department of Restorative Dentistry, School of Dentistry, The University of Jordan, Amman, Jordan
| | - Firas Alsoleihat
- Department of Restorative Dentistry, School of Dentistry, The University of Jordan, Amman, Jordan
- Department of Restorative Dentistry and Basic Medical Sciences, Faculty of Dentistry, University of Petra, Amman, 11196, Jordan
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Im JE, Gu JY, Bae JH, Lee JG. Comparative study of 360° virtual reality and traditional two-dimensional video in nonface-to-face dental radiology classes: focusing on learning satisfaction and self-efficacy. BMC MEDICAL EDUCATION 2023; 23:855. [PMID: 37953275 PMCID: PMC10642063 DOI: 10.1186/s12909-023-04851-8] [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: 05/26/2023] [Accepted: 11/07/2023] [Indexed: 11/14/2023]
Abstract
BACKGROUND Acquiring adequate theoretical knowledge in the field of dental radiography (DR) is essential for establishing a good foundation at the prepractical stage. Currently, nonface-to-face DR education predominantly relies on two-dimensional (2D) videos, highlighting the need for developing educational resources that address the inherent limitations of this method. We developed a virtual reality (VR) learning medium using 360° video with a prefabricated head-mounted display (pHMD) for nonface-to-face DR learning and compared it with a 2D video medium. METHODS Forty-four participants were randomly assigned to a control group (n = 23; 2D video) and an experimental group (n = 21; 360° VR). DR was re-enacted by the operator and recorded using 360° video. A survey was performed to assess learning satisfaction and self-efficacy. The nonparametric statistical tests comparing the groups were conducted using SPSS statistical analysis software. RESULTS Learners in the experimental group could experience VR for DR by attaching their smartphones to the pHMD. The 360° VR video with pHMD provided a step-by-step guide for DR learning from the point of view of an operator as VR. Learning satisfaction and self-efficacy were statistically significantly higher in the experimental group than the control group (p < 0.001). CONCLUSIONS The 360° VR videos were associated with greater learning satisfaction and self-efficacy than conventional 2D videos. However, these findings do not necessarily substantiate the educational effects of this medium, but instead suggest that it may be considered a suitable alternative for DR education in a nonface-to-face environment. However, further examination of the extent of DR knowledge gained in a nonface-to-face setting is warranted. Future research should aim to develop simulation tools based on 3D objects and also explore additional uses of 360° VR videos as prepractical learning mediums.
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Affiliation(s)
- Ji-Eun Im
- Department of Dental Hygiene, Graduate School of Namseoul University, Cheonan, Republic of Korea
| | - Ja-Young Gu
- Department of Dental Hygiene, Sahmyook Health University, Seoul, Republic of Korea
| | - Jung-Hee Bae
- Department of Dental Hygiene, College of Health and Health Care, Namseoul University, Cheonan, Republic of Korea
| | - Jae-Gi Lee
- Department of Dental Hygiene, College of Health and Health Care, Namseoul University, Cheonan, Republic of Korea.
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