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Serrano CM, Atenas MJ, Rodriguez PJ, Vervoorn JM. From Virtual Reality to Reality: Fine-Tuning the Taxonomy for Extended Reality Simulation in Dental Education. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024. [PMID: 39698875 DOI: 10.1111/eje.13064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2023] [Revised: 11/03/2024] [Accepted: 12/05/2024] [Indexed: 12/20/2024]
Abstract
INTRODUCTION Digital simulation in dental education has substantially evolved, addressing several educational challenges in dentistry. Following global lockdowns and sustainability concerns, dental educators are increasingly adopting digital simulation to enhance or replace traditional training methods. This review aimed to contribute to a uniform taxonomy for extended reality (XR) simulation within dental education. METHODS This scoping review followed the PRISMA and PRISMA-ScR guidelines. PubMed/MEDLINE, EMBASE, Web of Science and Google Scholar were searched. Eligible studies included English-written publications in indexed journals related to digital simulation in dental/maxillofacial education, providing theoretical descriptions of extended reality (XR) and/or immersive training tools (ITT). The outcomes of the scoping review were used as building blocks for a uniform of XR-simulation taxonomy. RESULTS A total of 141 articles from 2004 to 2024 were selected and categorised into Virtual Reality (VR), Mixed Reality (MR), Augmented Reality (AR), Augmented Virtuality (AV) and Computer Simulation (CS). Stereoscopic vision, immersion, interaction, modification and haptic feedback were identified as recurring features across XR-simulation in dentistry. These features formed the basis for a general XR-simulation taxonomy. DISCUSSION While XR-simulation features were consistent in the literature, the variety of definitions and classifications complicated the development of a taxonomy framework. VR was frequently used as an umbrella term. To address this, operational definitions were proposed for each category within the virtuality continuum, clarifying distinctions and commonalities. CONCLUSION This scoping review highlights the need for a uniform taxonomy in XR simulation within dental education. Establishing a consensus on XR-related terminology and definitions facilitates future research, allowing clear evidence reporting and analysis. The proposed taxonomy may also be of use for medical education, promoting alignment and the creation of a comprehensive body of evidence in XR technologies.
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Affiliation(s)
- Carlos M Serrano
- Digital Dentistry, Academic Centre for Dentistry Amsterdam (ACTA), Amsterdam, The Netherlands
| | - María J Atenas
- Digital Dentistry, Academic Centre for Dentistry Amsterdam (ACTA), Amsterdam, The Netherlands
| | - Patricio J Rodriguez
- Digital Dentistry, Academic Centre for Dentistry Amsterdam (ACTA), Amsterdam, The Netherlands
| | - Johanna M Vervoorn
- Digital Dentistry, Academic Centre for Dentistry Amsterdam (ACTA), Amsterdam, The Netherlands
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de Oliveira LF, Ribeiro AB, Colombo PB, Makrakis LR, Silva-Lovato CH, Ribeiro AB. Using Disruptive Technologies in the Anatomy Discipline After the COVID-19 Pandemic: A Scoping Review. MEDICAL SCIENCE EDUCATOR 2024; 34:1215-1229. [PMID: 39450012 PMCID: PMC11496419 DOI: 10.1007/s40670-024-02080-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/15/2024] [Indexed: 10/26/2024]
Abstract
COVID-19 pandemic health restrictions affected the theoretical and practical teaching of anatomy. This review aims to analyze studies about teaching anatomy in this period. A search through the PubMed/Medline, Scopus, Lilacs, Web of Science, and Google Scholar databases found 1607 articles. After removing duplicates and excluding articles by reading the title/abstract, and then after full reading, 43 articles were included. The remote synchronous and asynchronous active methodologies employ virtual reality, 3D models, and web conferencing platforms to enable audio-visual interaction. While synchronous remote teaching emerged as an important opportunity, its efficacy in imparting knowledge and practical skills remains under scrutiny.
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Affiliation(s)
| | | | | | - Laís Ranieri Makrakis
- Ribeirão Preto School of Dentistry, Café Avenue, s / n – Campus of USP, Ribeirão Preto, 14040-904 SP Brazil
| | | | - Adriana Barbosa Ribeiro
- Ribeirão Preto School of Dentistry, Café Avenue, s / n – Campus of USP, Ribeirão Preto, 14040-904 SP Brazil
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Li L, Lian X, Chen Y, Peng W, Dai Y, Zou H. The application of a virtual rubber dam isolation training system in dental preclinical education. Heliyon 2024; 10:e34728. [PMID: 39816365 PMCID: PMC11734150 DOI: 10.1016/j.heliyon.2024.e34728] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2024] [Revised: 06/30/2024] [Accepted: 07/15/2024] [Indexed: 01/18/2025] Open
Abstract
Objective To assess the efficacy of a virtual rubber dam isolation training system in enhancing preclinical dental education. Methods A total of 28 Grade 4 undergraduate dental students were randomly divided into two groups: a virtual simulation priority group and a conventional phantom-head priority group. The virtual simulation priority group underwent virtual simulation training initially, followed by conventional phantom-head training. Conversely, the conventional phantom-head priority group received traditional training first, subsequently followed by virtual simulation training. Pre- and post-training theoretical knowledge examination were administered, and a practical ability assessment was conducted after the second theoretical examination. A questionnaire survey was also conducted to gauge students' attitudes and satisfaction towards the training process. Results After training, both groups exhibited significantly higher mean scores of theoretical knowledge examination compared to their baseline scores (P < 0.001). Notably, the virtual simulation priority group achieved significantly higher average scores than the conventional phantom-head priority group (P < 0.001,Cohen's d = 1.778). However, there was no significant difference in the mean time taken to complete the practical ability assessment between the two groups (P>0.05,Cohen's d = 0.19). Furthermore, the majority of students (96.4 %) strongly agreed that the virtual rubber dam isolation training enhanced their comprehension of the knowledge. 92.9 % of the students strongly agreed that the virtual training system improved their abilities of mastering the rubber dam isolation technique. Only two students (7.1 %) expressed neutrality regarding the virtual simulation effectiveness. Conclusions This study showed that the virtual rubber dam isolation training was useful in the preclinical skills training. The integration of virtual simulation into the curriculum, particularly when prioritized over conventional methods, has shown promising results in enhancing students' theoretical knowledge and technical skills related to rubber dam isolation.
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Affiliation(s)
- Li Li
- Department of Endodontics, Tianjin Stomatological Hospital, School of Medicine, Nankai University, Tianjin, 300041, China
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction,Tianjin, 300041, China
| | - Xiaoli Lian
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction,Tianjin, 300041, China
| | - Yao Chen
- Department of Endodontics, Tianjin Stomatological Hospital, School of Medicine, Nankai University, Tianjin, 300041, China
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction,Tianjin, 300041, China
| | - Wentao Peng
- Department of Endodontics, Tianjin Stomatological Hospital, School of Medicine, Nankai University, Tianjin, 300041, China
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction,Tianjin, 300041, China
| | - Yanmei Dai
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction,Tianjin, 300041, China
| | - Huiru Zou
- Department of Endodontics, Tianjin Stomatological Hospital, School of Medicine, Nankai University, Tianjin, 300041, China
- Tianjin Key Laboratory of Oral and Maxillofacial Function Reconstruction,Tianjin, 300041, China
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Liebermann A, Bjelopavlovic M, Rauch A, Schlenz MA, Erdelt K. Assessment of a virtual prosthetic case planning environment for dental education - A multicentric analysis. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:275-286. [PMID: 37658683 DOI: 10.1111/eje.12945] [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: 10/10/2022] [Revised: 04/26/2023] [Accepted: 08/01/2023] [Indexed: 09/03/2023]
Abstract
OBJECTIVES The aim of the present study was the multicentric assessment of the virtual prosthetic case planning environment (VCPE), which relocates patient planning into the virtual space in dental education. MATERIALS AND METHODS The VCPE is separated into two rooms: a virtual entry area where the user can choose between 10 different prosthetic case plans of ascending complexity, and a virtual patient case planning room. In spring term 2022, the use of virtual case planning was voluntarily assessed in four different German dental schools (DSs) from the perspective of both lecturers and students. The assessment was performed afterwards using a questionnaire. Data were analysed using Kolmogorov-Smirnov test, exploratory data analysis, Fisher-Freeman-Halton test, and exact Fisher test. Reliability was assessed with Cronbach Alpha test (α < 0.05). RESULTS A total of 59 lecturers and 63 students were included. There were 38.5% male, 60.7% female, and 0.8% diverse participants. The mean age of the lecturers was 36.2 ± 9.0 years and of the students 24.3 ± 3.0 years. The VCPE was assessed as good, yet the evaluations between either the DSs or between the lecturers and students were significantly different. CONCLUSIONS Even though for some assessment criteria significantly different results between the four DS were observed, the majority of participants evaluated the VCPE positively and recommended them for teaching. The virtual reality as a teaching method for teaching prosthetic case planning for the further preparation of the students for the later professional life can be considered as helpful.
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Affiliation(s)
- A Liebermann
- Department of Prosthetic Dentistry, Center of Dental Medicine, University of Cologne, Cologne, Germany
| | - M Bjelopavlovic
- Department of Prosthetic Dentistry, University Medical Center Mainz, Mainz, Germany
| | - A Rauch
- Department of Dental Prosthetics, University Hospital Regensburg, Regensburg, Germany
| | - M A Schlenz
- Department of Prothodontics, Justus Liebig University Giessen, Giessen, Germany
| | - K Erdelt
- Department of Prosthetic Dentistry, University Hospital, Munich, Germany
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Zhang XY, Arata Found A, Butler S. Effects of Distance-Learning Strategies in Dental Fixed Prosthodontics Amidst the COVID-19 Pandemic: Cross-Sectional Questionnaire Study on Preclinical Dental Students' Perspective. JMIR Form Res 2023; 7:e45311. [PMID: 37938882 PMCID: PMC10666021 DOI: 10.2196/45311] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2022] [Revised: 08/14/2023] [Accepted: 10/06/2023] [Indexed: 11/10/2023] Open
Abstract
BACKGROUND COVID-19's high transmissibility led to gathering restrictions where dental schools experienced disruptions due to restrictions on attending in-person lectures and limitations placed on applied preclinical and clinical activities. Students not only had to rapidly switch to digital technology-based learning (TB-learning) modules but also experienced high levels of social isolation and anxiety around virus transmission. OBJECTIVE This study aims to evaluate the preclinical students' perception of switching TB-learning modules amidst the COVID-19 pandemic, identifying which module parameters were associated with strong student outcomes. METHODS A web-based survey of 39 Likert scale questions was delivered to preclinical dental students (Western University) to evaluate students' perceptions concerning TB-learning, fear amidst the COVID-19 pandemic, and the impact on their preclinical training. A Spearman rank correlation coefficient was determined to estimate the relationship between 2 variables in isolation (P=.01). An ordinal regression analysis was performed on variables of interest to determine how module variables (typically within the instructor's control) influenced the student outcomes (P=.05). RESULTS The response rate was 30% (n=39). TB-learning was considered vital (34/39, 87.2%) as the students' education improved (18/39, 46.2%). However, 53.8% (n=21) of students showed increased difficulties in retaining, visualizing, or understanding the materials using TB-learning, and 64.1% (n=25) found it more difficult to concentrate than in in-person classes. In total, 79.5% (n=31) of students showed different levels of agreement about feeling fatigued from TB-learning. Through Spearman ρ correlation analysis, the quality of questions in quizzes (ρ=0.514; P<.001), relevant handouts (ρ=0.729; P<.001), and high-quality audiovisuals (ρ=0.585; P<.001) were positively correlated with students responding that the modules were useful to preclinical training. Similarly, good organization (ρ=0.512; P<.001), high-quality questions in quizzes (ρ=0.431; P=.01), and relevant handouts (ρ=0.551; P<.001) were positively correlated with web-based classes as an effective way to learn. In total, 91.6% (n=36) of the students agreed that COVID-19 was a dangerous disease, whereas 53.8% (n=21) showed different levels of agreement that they were afraid to be infected personally, and 69.2% (n=27) feared passing COVID-19 along to family and friends. A total of 82.1% (n=32) of the students showed that COVID-19 impacted their overall learning process and had a negative impact on their practical preclinical training (31/39, 79.5%). CONCLUSIONS The students found a difference between TB-learning and face-to-face learning methods, where the students perceived fatigue toward the web-based method with difficulty concentrating and visualizing the subject. Moreover, there was a consensus that COVID-19 itself affected the students' overall learning process and preclinical training. As dental schools continue implementing TB-learning into their curriculum, this investigation identifies the students' struggles with the paradigm shift. In an effort to improve TB-learning, this work highlights 4 variables (organization, quizzes, quality handouts, and quality audiovisuals) within the control of instructors that can help improve content deliverance, improving the students' experience.
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Affiliation(s)
- Xi Yue Zhang
- Schulich School of Medicine and Dentistry, Western University, London, ON, Canada
| | - Anelyse Arata Found
- Schulich School of Medicine and Dentistry, Western University, London, ON, Canada
| | - Sheila Butler
- Schulich School of Medicine and Dentistry, Western University, London, ON, Canada
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Sadek O, Baldwin F, Gray R, Khayyat N, Fotis T. Impact of Virtual and Augmented Reality on Quality of Medical Education During the COVID-19 Pandemic: A Systematic Review. J Grad Med Educ 2023; 15:328-338. [PMID: 37363680 PMCID: PMC10286921 DOI: 10.4300/jgme-d-22-00594.1] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Revised: 10/20/2022] [Accepted: 03/22/2023] [Indexed: 06/28/2023] Open
Abstract
Background The COVID-19 pandemic and the subsequent mandatory social distancing led to widespread disruption of medical education. This contributed to the accelerated introduction of virtual reality (VR) and augmented reality (AR) technology in medical education. Objective The objective of this quantitative narrative synthesis review is to summarize the recent quantitative evidence on the impact of VR and AR on medical education. Methods A literature search for articles published between March 11, 2020 and January 31, 2022 was conducted using the following electronic databases: Embase, PubMed, MEDLINE, CINAHL, PsycINFO, AMED, EMCARE, BNI, and HMIC. Data on trainee confidence, skill transfer, information retention, and overall experience were extracted. Results The literature search generated 448 results, of which 13 met the eligibility criteria. The studies reported positive outcomes in trainee confidence and self-reported knowledge enhancement. Additionally, studies identified significant improvement in the time required to complete surgical procedures in those trained on VR (mean procedure time 97.62±35.59) compared to traditional methods (mean procedure time 121.34±12.17). However, participants also reported technical and physical challenges with the equipment (26%, 23 of 87). Conclusions Based on the studies reviewed, immersive technologies offer the greatest benefit in surgical skills teaching and as a replacement for lecture- and online-based learning. The review identified gaps that could be areas for future research.
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Affiliation(s)
- Omar Sadek
- All authors are with Brighton and Sussex Medical School, Brighton, England
- Omar Sadek, A Levels, is a Medical Student
| | - Fiona Baldwin
- All authors are with Brighton and Sussex Medical School, Brighton, England
- Fiona Baldwin, MBBS, is a Consultant, Intensive Care Medicine
| | - Rebecca Gray
- All authors are with Brighton and Sussex Medical School, Brighton, England
- Rebecca Gray, MBBS, is a Consultant, Intensive Care Medicine
| | - Nadine Khayyat
- All authors are with Brighton and Sussex Medical School, Brighton, England
- Nadine Khayyat, A Levels, is a Medical Student
| | - Theofanis Fotis
- All authors are with Brighton and Sussex Medical School, Brighton, England
- Theofanis Fotis, PhD, is Principal Lecturer, Associate Director (Outreach) Research Centre for Secure Intelligent & Usable Systems, and Academic Lead, Brighton and Hove Digital Health Living Lab, School of Health Science
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Adnan S, Xiao J. A scoping review on the trends of digital anatomy education. Clin Anat 2023; 36:471-491. [PMID: 36583721 DOI: 10.1002/ca.23995] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Revised: 12/11/2022] [Accepted: 12/12/2022] [Indexed: 12/31/2022]
Abstract
Digital technologies are changing the landscape of anatomy education. To reveal the trend of digital anatomy education across medical science disciplines, searches were performed using PubMed, EMBASE, and MEDLINE bibliographic databases for research articles published from January 2010 to June 2021 (inclusive). The search was restricted to publications written in English language and to articles describing teaching tools in undergraduate and postgraduate anatomy and pre-vocational clinical anatomy training courses. Among 156 included studies across six health disciplines, 35% used three-dimensional (3D) digital printing tools, 24.2% augmented reality (AR), 22.3% virtual reality (VR), 11.5% web-based programs, and 4.5% tablet-based apps. There was a clear discipline-dependent preference in the choice and employment of digital anatomy education. AR and VR were the more commonly adopted digital tools for medical and surgical anatomy education, while 3D printing is more broadly used for nursing, allied health and dental health education compared to other digital resources. Digital modalities were predominantly adopted for applied interactive anatomy education and primarily in advanced anatomy curricula such as regional anatomy and neuroanatomy. Moreover, there was a steep increase in VR anatomy combining digital simulation for surgical anatomy training. There is a consistent increase in the adoption of digital modalities in anatomy education across all included health disciplines. AR and VR anatomy incorporating digital simulation will play a more prominent role in medical education of the future. Combining multimodal digital resources that supports blended and interactive learning will further modernize anatomy education, moving medical education further away from its didactic history.
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Affiliation(s)
- Sharmeen Adnan
- Department of Health Sciences and Biostatistics, School of Health Sciences, Swinburne University of Technology, Hawthorn, Australia
| | - Junhua Xiao
- Department of Health Sciences and Biostatistics, School of Health Sciences, Swinburne University of Technology, Hawthorn, Australia.,School of Allied Health, La Trobe University, Bundoora, Australia
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Sinou N, Sinou N, Filippou D. Virtual Reality and Augmented Reality in Anatomy Education During COVID-19 Pandemic. Cureus 2023; 15:e35170. [PMID: 36949987 PMCID: PMC10029107 DOI: 10.7759/cureus.35170] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/18/2023] [Indexed: 02/21/2023] Open
Abstract
The pandemic of COVID-19 has radically changed the anatomy education approaches. This happens because medical students, due to the necessity of remote education, didn't have access to cadavers, which was the principal method of dissection training. Circumstances like these encouraged the health care providers to innovate new teaching methods with the help of virtual and augmented reality to outdistance the restrictions. This review aims to examine the pioneer technological and educational tools and their usage in the future. Detailed research was performed via the PubMed database using the following keywords "Virtual Reality (VR), Augmented Reality (AR), Anatomy Education, and COVID-19". No further filters were used. All the existing evidence suggests that the vast majority was negatively affected by the COVID-19 era. Using new technological methods in anatomy training could not effectively replace the absence of the traditionally used teaching methods like dissection, prosection, and lectures by physical presence. Although the new digital anatomy teaching approaches seem to be very promising, it is not clear if they can fully replace the traditional anatomy education methods.
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Affiliation(s)
- Natalia Sinou
- Research and Education Institute in Biomedical Sciences, National and Kapodistrian University of Athens School of Medicine, Athens, GRC
| | - Nikoleta Sinou
- Research and Education in Biomedical Sciences, National and Kapodistrian University of Athens School of Medicine, Athens, GRC
| | - Dimitrios Filippou
- Surgery, National and Kapodistrian University of Athens School of Medicine, Athens, GRC
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9
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Liebermann A, Seefelder JK, Huth KC, Erdelt K. Mobile virtual tooth morphology teaching environment for preclinical dental students. J Dent Educ 2023; 87:130-138. [PMID: 36050835 DOI: 10.1002/jdd.13098] [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: 08/18/2021] [Revised: 06/16/2022] [Accepted: 08/11/2022] [Indexed: 01/11/2023]
Abstract
OBJECTIVES Extended reality as an additional digital learning concept comprises virtual reality (VR), augmented reality, and mixed reality. In particular, VR allows an interaction in the virtual world. The aim of this study was to evaluate the students' attitude toward a mobile VR application for teaching tooth morphologies. METHODS Eighty-two first year dental students were enrolled. After using the VR learning environment with mobile VR glasses at home for 1 week, the students were asked to fill in a questionnaire with 21 questions regarding intuitive handling, and supplemental learning information in comparison to the use of conventional textbooks. Nine questions provided predefined answer options, another nine had the form of a visual analog scale (VAS, range 0%-highly negative to 100%-highly positive), and three allowed free text answers. The data were checked for normal distribution (Kolmogorov-Smirnov test) and was analyzed descriptively. RESULTS Forty-four percent of the students rated their perception of understanding of dental morphologies much better with VR than with conventional learning. The potential of the VR learning environment for further dental topics was assessed with a median VAS score of 75.8%. Its intuitive handling was evaluated with a median VAS score of 67.1%. The haptic, visual, and auditory supplemental learning information was consistently rated positively with VAS scores of 73.9%, 80.0%, and 71.6%, respectively. Overall, a majority of the students (85.5%) recommended the VR learning environment for dental morphology. CONCLUSIONS The VR dental learning environment allows dental students an additional learning opportunity of dental morphologies, recommended by more than 85% of students.
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Affiliation(s)
- Anja Liebermann
- Department of Prosthetic Dentistry, Center of Dental Medicine, University of Cologne, Cologne, Germany
| | - Julia K Seefelder
- Department of Prosthetic Dentistry, University Hospital, LMU Munich, Munich, Germany
| | - Karin C Huth
- Department of Conservative Dentistry and Periodontology, University Hospital, LMU Munich, Munich, Germany
| | - Kurt Erdelt
- Department of Prosthetic Dentistry, University Hospital, LMU Munich, Munich, Germany
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Narang K, Imsirovic A, Dhanda J, Smith CF. Virtual Reality for Anatomy and Surgical Teaching. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1397:135-149. [DOI: 10.1007/978-3-031-17135-2_8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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Iwanaga J, Muo EC, Tabira Y, Watanabe K, Tubbs SJ, D'Antoni AV, Rajaram-Gilkes M, Loukas M, Khalil MK, Tubbs RS. Who really needs a Metaverse in anatomy education? A review with preliminary survey results. Clin Anat 2023; 36:77-82. [PMID: 36087277 DOI: 10.1002/ca.23949] [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: 08/22/2022] [Accepted: 09/06/2022] [Indexed: 12/14/2022]
Abstract
The term Metaverse ("meta" defined as beyond, transcendence or virtuality, and "verse" meaning universe or world) denotes a "virtual reality space" for anatomy teaching. To ascertain how many anatomists are familiar or are using this adjunct in teaching, we conducted a short survey at the 2022 annual meeting of the American Association of Clinical Anatomists (AACA). Interestingly, only six respondents (9.4%) had used a Metaverse for teaching anatomy. Moreover, the vast majority of attendees were anatomy educators or basic science faculty, but not practicing physicians/surgeons or other actively practicing health care professionals; a group where this technology has been used much more commonly. The present manuscript was authored by anatomy educators, practicing physicians and other actively practicing health care professionals with backgrounds in diverse medical fields, that is, anatomists, medical doctors, physician assistants, dentists, occupational therapists, physical therapists, chiropractors, veterinarians, and medical students. Many of these authors have used or have been exposed to a Metaverse in the clinical realm. Therefore, the aim of the paper is to better understand those who are knowledgeable of a Metaverse and its use in anatomy education, and to provide ways forward for using such technology in this discipline.
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Affiliation(s)
- Joe Iwanaga
- Department of Neurosurgery, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Neurology, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Structural & Cellular Biology, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Oral and Maxillofacial Anatomy, Graduate School of Medical and Dental Sciences, Tokyo Medical and Dental University, Tokyo, Japan
| | - Edward C Muo
- Tulane University School of Medicine, New Orleans, Louisiana, USA
| | - Yoko Tabira
- Division of Gross and Clinical Anatomy, Department of Anatomy, Kurume University School of Medicine, Fukuoka, Japan
| | - Koichi Watanabe
- Division of Gross and Clinical Anatomy, Department of Anatomy, Kurume University School of Medicine, Fukuoka, Japan
| | - Susan J Tubbs
- Department of Neurosurgery, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA
| | - Anthony V D'Antoni
- Physician Assistant Program, Wagner College, Staten Island, New York, USA.,Division of Anatomy, Department of Radiology, Weill Cornell Medicine, New York, New York, USA
| | - Mathangi Rajaram-Gilkes
- Anatomical Sciences, Department of Medical Education, Geisinger Commonwealth School of Medicine, Scranton, Pennsylvania, USA
| | - Marios Loukas
- Department of Anatomical Sciences, St. George's University, St. George's, Grenada
| | - Mohammed K Khalil
- Biomedical Sciences, University of South Carolina, School of Medicine Greenville, Greenville, South Carolina, USA
| | - R Shane Tubbs
- Department of Neurosurgery, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Neurology, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Structural & Cellular Biology, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Anatomical Sciences, St. George's University, St. George's, Grenada.,Department of Otorhinolaryngology, Graduate School of Medical Sciences, Kyusyu University, Fukuoka, Japan.,Department of Surgery, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Neurosurgery and Ochsner Neuroscience Institute, Ochsner Health System, New Orleans, Louisiana, USA.,University of Queensland, Brisbane, Australia
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12
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Xiao J, Evans DJR. Anatomy education beyond the Covid-19 pandemic: A changing pedagogy. ANATOMICAL SCIENCES EDUCATION 2022; 15:1138-1144. [PMID: 36066879 PMCID: PMC9538031 DOI: 10.1002/ase.2222] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2022] [Revised: 08/15/2022] [Accepted: 09/04/2022] [Indexed: 05/05/2023]
Abstract
The coronavirus disease 2019 (Covid-19) pandemic has induced multifaceted changes in anatomical education. There has been a significant increase in the employment of digital technologies coupled with the upskilling of educators' capacity and altered attitudes toward the digitalization process. While challenges remain, learners have demonstrated capabilities to adapt to digital delivery, engagement and assessment. With alternative and innovative teaching and learning strategies having been trialed and implemented for almost two years, the key question now is what the pedagogy will be for anatomy education beyond the pandemic. Here we discuss some of the changes in anatomy education that have taken place as a result of the Covid-19 pandemic and importantly present some outlooks for evidence-based anatomy pedagogy as the world enters the post-pandemic phase and beyond. The authors conclude that the anatomy discipline is ready to further modernize and has the opportunity to use digital technologies to evolve and enhance anatomy education to ensure students are provided with the learning experience which will prepare them best for the future.
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Affiliation(s)
- Junhua Xiao
- Department of Health Science and BioStatistics, School of Health SciencesSwinburne University of TechnologyHawthornVictoriaAustralia
- School of Allied HealthLa Trobe UniversityMelbourneVictoriaAustralia
| | - Darrell J. R. Evans
- School of Medicine and Public Health, College of Health, Medicine and WellbeingThe University of NewcastleNewcastleNew South WalesAustralia
- Faculty of Medicine, Nursing and Health SciencesMonash UniversityMelbourneVictoriaAustralia
- School of Rural MedicineUniversity of New EnglandArmidaleNew South WalesAustralia
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Gasmalla HEE, Mossa AH, Taha MH, Wadi MM, Shehzad K, Abdalla ME, Hadie SNH. Promoting more future-ready anatomy education after the Covid-19 pandemic: A scoping review. ANATOMICAL SCIENCES EDUCATION 2022; 15:1120-1137. [PMID: 36205041 DOI: 10.1002/ase.2227] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Revised: 09/19/2022] [Accepted: 10/02/2022] [Indexed: 06/16/2023]
Abstract
The coronavirus disease 2019 (Covid-19) pandemic caused an abrupt transition from face-to-face to online anatomy teaching, learning, and assessment. Although online education has ensured the continuity of anatomy education during the pandemic, its implementation has been challenging, and its effectiveness has been questioned. Therefore, literature pertinent to online anatomy education during the pandemic is crucial to explain Covid-19's disruptions to this field. Accordingly, this scoping review explored changes, disruptions, and gaps in anatomy teaching and assessment during Covid-19 using an enhanced version of Arksey and O'Malley's six-stage protocol. Five online databases were searched for articles that described changes and disruptions in anatomy education. Three independent researchers were involved in titles, abstracts, and full texts screening, while another four researchers were independently involved in data extraction, charting, and synthesis. This review revealed six themes: immediate strategic plans and actions, teaching and learning changes, online assessment practice, students' and educators' receptivity and adaptability, online learning and assessment effects, and future directions. It also revealed four gaps: non-future-ready curricula, learning obstacles, administrative and teaching challenges, and online education ethical issues. The results were reported in tabular and narrative forms, following the PRISMA Extension for Scoping Reviews (PRISMA-ScR guidelines). Understanding the evolution and gaps in anatomy education during the Covid-19 pandemic will help anatomists design future-ready, adaptable curricula.
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Affiliation(s)
- Hosam Eldeen Elsadig Gasmalla
- Warwick Medical School, University of Warwick, Coventry, UK
- Department of Anatomy, Faculty of Medicine, Al Neelain University, Khartoum, Sudan
| | - Abubakr H Mossa
- Department of Basic Medical Sciences, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Mohamed H Taha
- Medical Education Centre and College of Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Majed M Wadi
- Department of Medical Education, Qassim College of Medicine, Qassim University, Buraydah, Kingdom of Saudi Arabia
| | - Khalid Shehzad
- Department of Anatomy and Histology, Qassim College of Medicine, Qassim University, Buraydah, Kingdom of Saudi Arabia
| | - Mohamed Elhassan Abdalla
- School of Medicine, Faculty of Education and Health Sciences, University of Limerick, Limerick, Ireland
| | - Siti Nurma Hanim Hadie
- Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia
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Su Z, Liu Y, Zhao W, Bai Y, Jiang N, Zhu S. Digital technology for orthognathic surgery training promotion: a randomized comparative study. PeerJ 2022; 10:e13810. [PMID: 35935255 PMCID: PMC9354792 DOI: 10.7717/peerj.13810] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Accepted: 07/07/2022] [Indexed: 02/05/2023] Open
Abstract
Background This study aims to investigate whether a systematic digital training system can improve the learning efficiency of residents in the first-year orthognathic surgery training course and evaluate its effectiveness in teaching orthognathic surgery. Methods A digital training system was applied, and a comparative research approach was adopted. 24 first-year orthognathic surgery residents participated in the experiment as part of their professional skill training. The Experimental group was required to use a digital training system, and the Control group was trained in lectures without digital technologies. Three indicators, including theoretical knowledge and clinical operation, were assessed in tests, and evaluations from instructors were analyzed to evaluate learning efficiency. Results The results showed that the scores in theoretical tests, practical operations, and teacher evaluations, the Experimental groups were all higher than the Control group (P = 0.002 for anatomy, P = 0.000 for operation theory) after using digital technology, except for the understanding of complications (P = 0.771). In addition, the questionnaire survey results showed that the study interest (P = 0.001), self-confidence (P = 0.001), satisfaction (P = 0.002), and academic performance (P = 0.001) of the residents of the Experimental group were higher than those of the Control group. Conclusions The outcomes indicated that the digital training system could benefit orthognathic residents' learning efficiency, and learning interest and teaching satisfaction will also improve.
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Affiliation(s)
- Zhan Su
- State Key Laboratory of Oral Diseases, National Clinical Research Center for Oral Diseases, Department of Oral & Maxillofacial Surgery, West China Hospital of Stomatology, Sichuan University, Chengdu, China
| | - Yao Liu
- State Key Laboratory of Oral Diseases, National Clinical Research Center for Oral Diseases, Department of Oral & Maxillofacial Surgery, West China Hospital of Stomatology, Sichuan University, Chengdu, China
| | - Wenli Zhao
- State Key Laboratory of Oral Diseases, National Clinical Research Center for Oral Diseases, Department of Oral & Maxillofacial Surgery, West China Hospital of Stomatology, Sichuan University, Chengdu, China
| | - Yuanyan Bai
- State Key Laboratory of Oral Diseases, National Clinical Research Center for Oral Diseases, Department of Oral & Maxillofacial Surgery, West China Hospital of Stomatology, Sichuan University, Chengdu, China
| | - Nan Jiang
- State Key Laboratory of Oral Diseases, National Clinical Research Center for Oral Diseases, Department of Oral & Maxillofacial Surgery, West China Hospital of Stomatology, Sichuan University, Chengdu, China
| | - Songsong Zhu
- State Key Laboratory of Oral Diseases, National Clinical Research Center for Oral Diseases, Department of Oral & Maxillofacial Surgery, West China Hospital of Stomatology, Sichuan University, Chengdu, China
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15
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Zhou X, Hu D, Lu H, Tao X, Chen P, Wen F, Xue L, Hong X, Zheng H. Sequential posterior interosseous artery perforator flap for reconstruction of dorsal hand defects. Clin Anat 2022; 35:1114-1122. [PMID: 35734976 DOI: 10.1002/ca.23922] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2022] [Revised: 05/29/2022] [Accepted: 06/09/2022] [Indexed: 11/07/2022]
Abstract
INTRODUCTION Dorsal hand defects accompanied by exposure of bones and tendons remain a huge challenge for plastic surgeons. The pedicled perforator flaps have unique advantages in resurfacing the defects. This study aimed to investigate the clinical efficacy of the sequential posterior interosseous artery perforator flap for repairing dorsal hand defects. MATERIALS AND METHODS This study was composed of an anatomical study and clinical application. Anatomically, thirty adult upper limb specimens injected with red latex were dissected, the perforators from the branches of the posterior interosseous artery were observed in the dorsal forearm, and the sequential flap based on them was designed based on the anatomical characteristics. Clinically, nine cases of soft tissue defects on the dorsum of the hand were treated by this flap. RESULTS Anatomically, the posterior interosseous artery divided into an ascending branch and a descending branch, and the descending branch traveled 1.0±0.3 cm down to divide into the ulnar and radial terminal branches. The ulnar terminal branch presented constantly, and the radial terminal branch had an occurrence rate of 93.33%. Clinically, all flaps survived completely and possessed a soft texture and satisfactory appearance, as well as a nonbloated pedicle, and the donor region had a natural color and appearance with only a linear scar left behind. CONCLUSIONS The sequential posterior interosseous artery perforator flap could become a useful option for repairing dorsal hand defects, as it has the advantages of being easy to perform without sacrificing the main vessels and avoiding donor area skin grafting. This article is protected by copyright. All rights reserved.
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Affiliation(s)
- Xiao Zhou
- Department of Hand Surgery, Wuxi 9th People's Hospital Affiliated to Soochow University, Wuxi, Jiangsu, P.R. China
| | - Deqing Hu
- Department of Orthopaedics, Fujian Orthopaedics Research Institute, the First Affiliated Hospital, Fujian Medical University, Fuzhou, P.R. China
| | - Hao Lu
- Department of Hand Surgery, Wuxi 9th People's Hospital Affiliated to Soochow University, Wuxi, Jiangsu, P.R. China
| | - Xianyao Tao
- Department of Hand Surgery, Wuxi 9th People's Hospital Affiliated to Soochow University, Wuxi, Jiangsu, P.R. China
| | - Peng Chen
- Department of Orthopaedics, Fujian Orthopaedics Research Institute, the First Affiliated Hospital, Fujian Medical University, Fuzhou, P.R. China
| | - Fuli Wen
- Laboratory of Basic Medicine, The 900th Hospital of PLA, Fuzhou, P.R. China
| | - Laien Xue
- Laboratory of Basic Medicine, The 900th Hospital of PLA, Fuzhou, P.R. China
| | - Xu Hong
- Department of Hand Surgery, Fuzhou Second People's Hospital, Fuzhou, P.R. China
| | - Heping Zheng
- Laboratory of Basic Medicine, The 900th Hospital of PLA, Fuzhou, P.R. China
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16
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Moussa R, Alghazaly A, Althagafi N, Eshky R, Borzangy S. Effectiveness of Virtual Reality and Interactive Simulators on Dental Education Outcomes: Systematic Review. Eur J Dent 2022; 16:14-31. [PMID: 34428851 PMCID: PMC8890935 DOI: 10.1055/s-0041-1731837] [Citation(s) in RCA: 53] [Impact Index Per Article: 17.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022] Open
Abstract
In recent years, virtual reality and interactive digital simulations have been used in dental education to train dental students before interacting with real patients. Scientific evidence presented the application of virtual technology in dental education and some recent publications suggested that virtual and haptic technologies may have positive effects on dental education outcomes. The aim of this systematic review was to determine whether virtual technologies have positive effects on dental education outcomes and to explore the attitudes of dental students and educators toward these technologies. A thorough search was conducted in PubMed, Scopus, MEDLINE (via EBSCO), The Cochrane Library (via Wiley), Web of Science Core Collection (via Thomson Reuters), and Dentistry and Oral Science source (via EBSCO) using the keywords (student, dental) AND (education, dental) AND (virtual reality) OR (augmented reality) OR (haptics) OR (simulation) AND (dentistry) OR (dental medicine). The quality of the reported information was assessed following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement for systematic reviews. A total of 73 publications were considered for this review. Fifty-two of the selected studies showed significant improvement in educational outcomes and virtual technologies were positively perceived by all the participants. Within the limitations of this review, virtual technology appears to improve education outcomes in dental students. Further studies with larger samples and longer term clinical trials are needed to substantiate this potential positive impact of various virtual technologies on dental education outcomes.
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Affiliation(s)
- Rania Moussa
- Department of Substitutive Dental Sciences, College of Dentistry, Taibah University, Medinah, Saudi Arabia
| | - Amira Alghazaly
- Department of Restorative Dental Sciences, College of Dentistry, Taibah University, Medinah, Saudi Arabia
| | - Nebras Althagafi
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, Taibah University, Medinah, Saudi Arabia
| | - Rawah Eshky
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, Taibah University, Medinah, Saudi Arabia
| | - Sary Borzangy
- Department of Substitutive Dental Sciences, College of Dentistry, Taibah University, Medinah, Saudi Arabia
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17
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Augmented, Virtual and Mixed Reality in Dentistry: A Narrative Review on the Existing Platforms and Future Challenges. APPLIED SCIENCES-BASEL 2022. [DOI: 10.3390/app12020877] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
The recent advancements in digital technologies have led to exponential progress in dentistry. This narrative review aims to summarize the applications of Augmented Reality, Virtual Reality and Mixed Reality in dentistry and describes future challenges in digitalization, such as Artificial Intelligence and Robotics. Augmented Reality, Virtual Reality and Mixed Reality represent effective tools in the educational technology, as they can enhance students’ learning and clinical training. Augmented Reality and Virtual Reality and can also be useful aids during clinical practice. Augmented Reality can be used to add digital data to real life clinical data. Clinicians can apply Virtual Reality for a digital wax-up that provides a pre-visualization of the final post treatment result. In addition, both these technologies may also be employed to eradicate dental phobia in patients and further enhance patient’s education. Similarly, they can be used to enhance communication between the dentist, patient, and technician. Artificial Intelligence and Robotics can also improve clinical practice. Artificial Intelligence is currently developed to improve dental diagnosis and provide more precise prognoses of dental diseases, whereas Robotics may be used to assist in daily practice.
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18
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Kerkstra RL, Rustagi KA, Grimshaw AA, Minges KE. Dental education practices during COVID-19: A scoping review. J Dent Educ 2022; 86:546-573. [PMID: 34978714 PMCID: PMC9015347 DOI: 10.1002/jdd.12849] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Revised: 10/25/2021] [Accepted: 11/20/2021] [Indexed: 12/21/2022]
Abstract
INTRODUCTION Dental education was brought to a halt with the emergence of coronavirus disease (COVID-19). Traditional dental education comprised students working closely with instructors in a clinical laboratory setting; however, public health precautions necessitated a shift to a virtual learning platform. A scoping review of dental education practices since the start of the pandemic will help to understand approaches instructors have taken to provide dental education during this unprecedented time and suggest future applications of virtual learning in dental education. METHODS We performed an exhaustive scoping literature search of primary peer-reviewed intervention articles published between December 2019 and April 2021 using the following databases: Academic Search Premier, Cochrane Library, Embase, ERIC, LitCovid, MedEdPortal, MedRxiv, Medline, Scopus, and Web of Science. The selection process included two independent reviewers through each phase of review. Articles were categorized and analyzed by domain. RESULTS A total of 629 articles were identified; after titles and abstracts were reviewed, 66 articles were selected for full-text review. Following full-text review, 41 articles met eligibility criteria and comprised our study sample. Articles were arranged within domains of assessment, instruction, instructional technology, and software. The advantages to online dental education included improved accessibility, willingness to accept new assessment techniques, and lower anxiety levels. Barriers included problems with technology, classroom time management, lack of student interaction, and absence of hands-on training. CONCLUSION Evidence suggests emerging best practices in dental education during COVID-19, and recommendations for the future of virtual and distance learning in dental education.
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Affiliation(s)
- Robin L Kerkstra
- Department of Allied Health, School of Health Sciences, University of New Haven, West Haven, Connecticut, USA
| | - Khyati A Rustagi
- Department of Health Administration and Policy, School of Health Sciences, University of New Haven, West Haven, Connecticut, USA
| | - Alyssa A Grimshaw
- Harvey Cushing/John Hay Whitney Medical Library, Yale University, West Haven, Connecticut, USA
| | - Karl E Minges
- Department of Health Administration and Policy, School of Health Sciences, University of New Haven, West Haven, Connecticut, USA
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19
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Liebermann A, Seefelder J, Nold E, Huth KC, Erdelt K. Virtual dental teaching and its effect on test success - A cross-over study. J Dent Educ 2021; 86:622-629. [PMID: 34865226 DOI: 10.1002/jdd.12836] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2021] [Revised: 10/11/2021] [Accepted: 11/12/2021] [Indexed: 12/18/2022]
Abstract
OBJECTIVES The aim of this cross-over investigation was to analyze the effect of virtual teaching using virtual reality (VR) within a dental learning environment by preclinical students with or without dental professional experience on test performance. METHODS Preclinical students (N = 82) were randomly divided into two groups for cross-over testing of tooth morphology knowledge: (a) anterior VR-group (group 1) using the VR-glasses as an additional learning tool for the anterior tooth morphologies and (b) posterior VR-group (group 2) using it for the posterior tooth morphologies also in addition to conventional learning. All students used the VR-glasses for 1 week independent of time and location depending on group. The students had to recognize teeth (anterior or posterior within two separate tests after three [anterior test] and 6 weeks [posterior test] of practical course) and note the tooth number and characteristics in written form. Former dental experience (dental technician/assistance) was noted. Test results were analyzed to quantify the effect of virtual teaching on test scores. Data were analyzed with the Kolmogorov-Smirnov and Mann-Whitney U test (p = 0.05). RESULTS By differentiating the two student groups (use of VR glasses for anterior/posterior teeth) within the dental experience group, significantly better test results (p = 0.040) were shown for group 1 in the total posterior teeth test score. Furthermore, no other significant differences, but a possible tendency, in the test results and thus no effect of the use of the VR glasses on both VR groups could be analyzed (p ≥ 0.051). CONCLUSIONS Using the VR tooth learning environment predominantly did not lead to a significant improvement of test results. Anterior teeth test scores predominantly showed significantly better results than posterior teeth test scores.
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Affiliation(s)
- Anja Liebermann
- Department of Prosthetic Dentistry, University Hospital, LMU Munich, Munich, Germany
| | - Julia Seefelder
- Department of Prosthetic Dentistry, University Hospital, LMU Munich, Munich, Germany
| | - Ephraim Nold
- Department of Prosthetic Dentistry, University Hospital, LMU Munich, Munich, Germany
| | - Karin Christine Huth
- Department of Conservative Dentistry and Periodontology, University Hospital, LMU Munich, Munich, Germany
| | - Kurt Erdelt
- Department of Prosthetic Dentistry, University Hospital, LMU Munich, Munich, Germany
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20
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Mitsakos AT, Xanthoudakis E, Irish W, Robey WC, Gilbird RM, Cringan J, Haisch CE. The Resource Costs of Maintaining Learner Utilization of a Simulation Center During the COVID-19 Pandemic. Am Surg 2021:31348211058637. [PMID: 34851174 DOI: 10.1177/00031348211058637] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
BACKGROUND Despite advances in online education during the COVID-19 pandemic, its impact on surgical simulation remains unclear. The aim of this study was to compare the costs and resources required to maintain simulation training in the pandemic and to evaluate how it affected exposure of medical students to simulation during their surgical clerkship. METHODS The number of learners, contact hours, staff hours, and costs were collected from a multi-departmental simulation center of a single academic institution in a retrospective fashion. Utilization and expenditure metrics were compared between the first quarter of academic years 2018-2020. Statistical analysis was performed to evaluate potential differences between overall resource utilization before and during the pandemic, and subgroup analysis was performed for the resources required for the training of the third-year medical students. RESULTS The overall number of learners and contact hours decreased during the first quarter of the academic year 2020 in comparison with 2019 and 2018. However, the staff hours increased. In addition, the costs for PPE increased for the same periods of time. In the subgroup analysis of the third-year medical students, there was an increase in the number of learners, as well as in the staff hours and in the space required to perform the simulation training. DISCUSSION Despite an increase in costs and resources spent on surgical simulation during the pandemic, the utilization by academic entities has remained unaffected. Further studies are required to identify potential solutions to lower simulation resources without a negative impact on the quality of surgical simulation.
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Affiliation(s)
- Anastasios T Mitsakos
- Department of Surgery, Division of Surgical Education, 12278Brody School of Medicine at East Carolina University, Greenville, NC, USA
| | - Eftechios Xanthoudakis
- Department of Surgery, Division of Surgical Education, 12278Brody School of Medicine at East Carolina University, Greenville, NC, USA
| | - William Irish
- Department of Surgery, Division of Surgical Research, 12278Brody School of Medicine at East Carolina University, Greenville, NC, USA
| | - Walter C Robey
- Department of Emergency Medicine, 12278Brody School of Medicine at East Carolina University, Greenville, NC, USA.,Department of Academic Affairs, Division of Health Sciences, 12278Brody School of Medicine at East Carolina University, Greenville, NC, USA
| | - Rebecca M Gilbird
- Department of Academic Affairs, Division of Health Sciences, 12278Brody School of Medicine at East Carolina University, Greenville, NC, USA
| | - Jessica Cringan
- Department of Academic Affairs, Division of Health Sciences, 12278Brody School of Medicine at East Carolina University, Greenville, NC, USA
| | - Carl E Haisch
- Department of Surgery, Division of Surgical Education, 12278Brody School of Medicine at East Carolina University, Greenville, NC, USA
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21
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[Virtual reality in teaching of psychiatry and psychotherapy at medical school]. DER NERVENARZT 2021; 93:728-734. [PMID: 34735588 PMCID: PMC8567730 DOI: 10.1007/s00115-021-01227-5] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 10/05/2021] [Indexed: 01/15/2023]
Abstract
Hintergrund Ausbildung und Lehre müssen sich den Gegebenheiten insbesondere in Corona-Zeiten anpassen, zumal neue digitale Technologien zur Verfügung stehen. Ärztliche Interaktions- und Explorationstechniken sind die wichtigsten Werkzeuge, die Medizinstudierende im Fach Psychiatrie und Psychotherapie zu erwerben haben. Ziel der Arbeit Avatare in virtueller Realität (VR) können grundsätzlich alle Krankheitsbilder in unterschiedlichen Schweregraden zu jeder Zeit repräsentieren. Material und Methoden Im Bochumer Avatar-Explorationsprojekt (AVEX) treten Studierende in den Dialog mit „psychisch kranken“ Avataren und versuchen, unter Anleitung und Supervision Diagnose, Differenzialdiagnose und Behandlungsempfehlungen zu erarbeiten. Ergebnisse und Diskussion Dadurch können die Studierenden auch seltene oder schwere psychiatrische Krankheitsbilder durch VR vermittelt kennenlernen. Dieser Übersichtsartikel stellt erste Erfahrungen insbesondere in Aufbau und Entwicklung sowie bez. der technologischen Herausforderungen dar.
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22
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Zhou Y, Chen W, Zhao X, He B, Huang W, Wu D, Chen J. Application evaluation of virtual reality technology in dental implant training: a new dental implant training system: A CONSORT-compliant trial. Medicine (Baltimore) 2021; 100:e27355. [PMID: 34596143 PMCID: PMC8483833 DOI: 10.1097/md.0000000000027355] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/05/2021] [Accepted: 09/09/2021] [Indexed: 01/05/2023] Open
Abstract
To evaluate the application of virtual reality technology in a dental implant training system.A 3-dimensional model of mandible was established by Mimics17.0 software based on the Digital Imaging and Communications in Medicine data obtained from cone beam computed tomography scanning of the patient in mandibular. Thirty physicians were divided into 2 groups. The virtual reality dental implant training system was used for group A, while conventional theoretical knowledge training and clinical demonstration were performed in group B. All young physicians have a 1-month study. After training, all the physicians in groups A and B would conduct a questionnaire survey according to the training situation, which was compared between the 2 groups. The success rate of the operation was also evaluated and compared.The median scores in the 5 dimensions of postoperative assessment of group A was 9/9/9/8/8, and of group B was 6/7/6/7/7. The scores of the 5 dimensions were significantly higher than those of group B (P < .05), indicating that group A has a better grasp of the simulator. After the training of simulated mandibular implants in group A, the deviations in the 4 dimensions of mesiodistal, buccal and tongue, depth, and angle were significantly lower than those of group B (P < .05). Group A has smaller deviations in each of the 4 dimensions than those in group B, indicating group A has a higher operation success rate.We independently develop a set of virtual surgery system for dental implant training, which can be used for teaching and training, with good operability and predictability, to achieve a breakthrough in dental implant surgery training.
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Affiliation(s)
- Yong Zhou
- Affiliated Stomatological Hospital of Fujian Medical University, Fuzhou, Fujian, China
| | - Wanlu Chen
- Affiliated Stomatological Hospital of Fujian Medical University, Fuzhou, Fujian, China
| | - Xiaoxian Zhao
- School of Stomatology, Fujian Medical University, Fuzhou, Fujian, China
| | - Bingwei He
- School of Mechanical Engineering and Automation, Fuzhou University, Fujian, China
| | - Wenxiu Huang
- Affiliated Stomatological Hospital of Fujian Medical University, Fuzhou, Fujian, China
| | - Dong Wu
- Affiliated Stomatological Hospital of Fujian Medical University, Fuzhou, Fujian, China
| | - Jiang Chen
- Affiliated Stomatological Hospital of Fujian Medical University, Fuzhou, Fujian, China
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23
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A Novel Perspective for Examining and Comparing Real and Virtual Test Tasks Performed by the Dominant and Non-Dominant Hand in Healthy Adults. Symmetry (Basel) 2021. [DOI: 10.3390/sym13101810] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
This study presents a novel perspective for the study of functional lateralization in a virtual reality environment. In the model study of handedness, the recognition of the dominant and non-dominant hand in real and virtual conditions was assessed using selected tests, such as a real light exposure test of Piórkowski’s apparatus and classical clinical tests, as well as virtual test tasks, in healthy adults. Statistically significant differences between the dominant and non-dominant hand were observed for tests carried out both in classical conditions and the virtual environment. The results and findings of other studies suggest that the virtual reality approach is a very promising and sensitive tool in the research on functional asymmetries in healthy and disease for motor skills and cognition processes.
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"Dissection Educational Videos" (DEVs) and their contribution in anatomy education: a students' perspective. Surg Radiol Anat 2021; 44:33-40. [PMID: 34510249 PMCID: PMC8435165 DOI: 10.1007/s00276-021-02829-z] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2021] [Accepted: 08/26/2021] [Indexed: 02/07/2023]
Abstract
Purpose The suspension imposed on Universities due to COVID-19 pandemic impeded students’ educational opportunities. Alternative teaching modalities have been used. Substitution of dissection courses on cadavers was a great challenge. Present study investigates students’ view on the efficacy of the “online” pre-recorded “dissection educational videos” (DEVs) in assisting anatomy teaching, aiming to modernize the lectures and reinforce comprehension. Methods The adequacy of the “online” anatomy courses and a possible new teaching modality were evaluated by the 2nd year pre-graduate students, employing an online questionnaire. Results One hundred and ninety-six volunteer students participated. Before the pandemic, 78.1% of the students constantly attended the “auditorium-based” lectures and 73% used self-teaching tools (STTs) for a better understanding of anatomy. During pandemic, a slight lower frequency (76%) attended the “online” lectures and a higher frequency (84.2%) used at least one STT. Up to 59.2% of the students disagreed with the permanent replacement of the “auditorium-based” by the “online” lectures, while 62.8% supported the idea of parallel conduction of the lectures. Combined teaching tools were the most preferred resources. 83.2% of the students stated that the dissection labs’ cancellation negatively affected their education, and 75.5% supported the permanent addition of the pre-recorded DEV series in the lectures. Conclusions COVID-19 pandemic created the temporary need for pure remote education. During lockdown, the use of STTs has significantly increased. A novel teaching modality (DEV series), presented in the study, can be used both as educational material and as a STT.
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Nakai K, Terada S, Takahara A, Hage D, Tubbs RS, Iwanaga J. Anatomy education for medical students in a virtual reality workspace: A pilot study. Clin Anat 2021; 35:40-44. [PMID: 34487367 DOI: 10.1002/ca.23783] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2021] [Accepted: 09/02/2021] [Indexed: 01/17/2023]
Abstract
The COVID-19 pandemic has posed a challenge for many medical schools, as they have had to adjust their curricula into an online format. This was particularly problematic for anatomy courses as in person dissections have historically been preferred for providing students with a three-dimensional learning environment. In this study, we aim to share our experience with conducting anatomy lectures for medical student using a virtual reality (VR) workspace. Additionally, we discuss the advantages of using VR and expand on how it may be used to improve students' understanding of anatomy in comparison to various other online lecture formats. To do this, we utilized a post-lecture survey to gain feedback from the medical students that participated in a VR anatomy workspace. We found that many of our participants expressed that having access to their course material from anywhere and anytime via a virtual space, and being able to manipulate anatomical structures by moving and modifying them provided the student with a strong advantage. Although there are still limitations, we hope that our experience will assist other anatomy teachers with improving their lecture methods, especially during the pandemic.
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Affiliation(s)
- Kohga Nakai
- Tokushima University Faculty of Medicine, Tokushima, Japan.,OCD Co., Ltd., Tokyo, Japan
| | - Satoshi Terada
- OCD Co., Ltd., Tokyo, Japan.,Japan Community Health Care Organization (JCHO) Mishima General Hospital, Mishima City, Japan
| | - Ayaka Takahara
- OCD Co., Ltd., Tokyo, Japan.,Chiba University School of Medicine, Chiba, Japan
| | - Dany Hage
- Department of Neurosurgery, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA
| | - R Shane Tubbs
- Department of Neurosurgery, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Neurology, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Structural & Cellular Biology, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Neurosurgery and Ochsner Neuroscience Institute, Ochsner Health System, New Orleans, Louisiana, USA.,Department of Anatomical Sciences, St. George's University, St. George, Grenada.,Department of Surgery, Tulane University School of Medicine, New Orleans, Louisiana, USA
| | - Joe Iwanaga
- Department of Neurosurgery, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Neurology, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Division of Gross and Clinical Anatomy, Department of Anatomy, Kurume University School of Medicine, Kurume, Japan
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26
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Mori S, Shivkumar K. Real three-dimensional cardiac imaging using leading-edge holographic display. Clin Anat 2021; 34:966-968. [PMID: 34101260 DOI: 10.1002/ca.23761] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2021] [Revised: 05/29/2021] [Accepted: 06/03/2021] [Indexed: 12/22/2022]
Abstract
Understanding three-dimensional cardiac anatomy is fundamental for the practice of clinical cardiology. However, if three-dimensional images are displayed on two-dimensional monitors, they fail to provide depth perception. Currently, novel technologies, including the three-dimensional printing, three-dimensional monitors/projectors, and virtual reality applications can provide real three-dimensionality with depth perception. However, their relatively high cost and limited user-friendliness prevent their wide application. We introduce novel and commercially available holographic display, which allows multiple observers to see the full-color holographic images simultaneously without any specific glasses and headgear. This leading-edge technology is immediately applicable in both educational and clinical settings.
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Affiliation(s)
- Shumpei Mori
- UCLA Cardiac Arrhythmia Center, UCLA Health System, David Geffen School of Medicine at UCLA, Los Angeles, California, USA
| | - Kalyanam Shivkumar
- UCLA Cardiac Arrhythmia Center, UCLA Health System, David Geffen School of Medicine at UCLA, Los Angeles, California, USA
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27
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Iwanaga J, Terada S, Kim HJ, Tabira Y, Arakawa T, Watanabe K, Dumont AS, Tubbs RS. Easy three-dimensional scanning technology for anatomy education using a free cellphone app. Clin Anat 2021; 34:910-918. [PMID: 33984162 DOI: 10.1002/ca.23753] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Accepted: 04/29/2021] [Indexed: 02/06/2023]
Abstract
The COVID-19 pandemic has brought difficult times to anatomy educators and medical/dental students. Under normal circumstances, gross anatomy classes give students opportunities to touch and observe human bones and cadaveric tissues, thus enhancing their understanding; such morphology is difficult to learn from textbooks alone. As many studies have shown, three-dimensional (3D) technologies used in online lectures can serve as alternatives to real specimens for providing knowledge of anatomy. However, such technologies are often expensive. The goal of this study was to create 3D anatomy models for online lectures using a free cellphone app. Free application software (Qlone) was used to create 3D anatomical models. The extracranium and intracranium of adult skull, fetal skull, mandible, temporal bone, second cervical vertebra, and ilium were all scanned and exported to the computer in 3D format. A total of 53 anatomical structures were evaluated by nine observers. Although the 53 structures used in this study did not include all the structures that students need to learn, visibility was good/acceptable for most of the 53. The free and simple 3D scanning app used in this study could enable anatomy educators to provide better content to students during online lectures.
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Affiliation(s)
- Joe Iwanaga
- Department of Neurosurgery, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Neurology, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Dental and Oral Medical Center, Kurume University School of Medicine, Kurume, Fukuoka, Japan.,Division of Gross and Clinical Anatomy, Department of Anatomy, Kurume University School of Medicine, Kurume, Fukuoka, Japan
| | - Satoshi Terada
- Japan Community Health Care Organization (JCHO) Mishima General Hospital, Mishima City, Shizuoka, Japan.,OCD Co., Ltd., Tokyo, Japan
| | - Hee-Jin Kim
- Division in Anatomy and Developmental Biology, Department of Oral Biology, Human Identification Research Institute, BK21 FOUR Project, Yonsei University College of Dentistry, Seoul, South Korea
| | - Yoko Tabira
- Division of Gross and Clinical Anatomy, Department of Anatomy, Kurume University School of Medicine, Kurume, Fukuoka, Japan
| | - Takamitsu Arakawa
- Department of Rehabilitation of Sciences, Kobe University Graduate School of Health Sciences, Kobe, Hyogo, Japan
| | - Koichi Watanabe
- Division of Gross and Clinical Anatomy, Department of Anatomy, Kurume University School of Medicine, Kurume, Fukuoka, Japan
| | - Aaron S Dumont
- Department of Neurosurgery, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA
| | - R Shane Tubbs
- Department of Neurosurgery, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Neurology, Tulane Center for Clinical Neurosciences, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Structural & Cellular Biology, Tulane University School of Medicine, New Orleans, Louisiana, USA.,Department of Neurosurgery and Ochsner Neuroscience Institute, Ochsner Health System, New Orleans, Louisiana, USA.,Department of Anatomical Sciences, St. George's University, St. George's, Grenada.,Department of Surgery, Tulane University School of Medicine, New Orleans, Louisiana, USA
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28
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Ortadeveci A, Ermez MN, Oz S, Ozden H. A survey study on distance anatomy education: challenges unique to anatomy. Surg Radiol Anat 2021; 44:41-47. [PMID: 34031717 PMCID: PMC8143068 DOI: 10.1007/s00276-021-02772-z] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Accepted: 05/17/2021] [Indexed: 11/27/2022]
Abstract
PURPOSE Traditional anatomy education (TAE) is based on teaching by seeing and touching cadavers/plastic materials that enable three-dimensional thinking, but there was no opportunity like this in distance anatomy education (DAE). Due to the COVID-19 pandemic in 2020, many trainings planned face-to-face were carried out remotely. In this study, our aim is to evaluate students' views on the efficiency of DAE, and to increase the efficiency of DAE in the future. METHODS The questionnaire used in the study was applied to the first grade students in the Faculty of Medicine, at the Eskisehir Osmangazi University, in 2019-2020. 239 students completed the survey. The questionnaire consisted of the demographic information, that was obtained with voluntary consent, and sections containing suggestions on DAE, and its comparison with distance education of other basic medical science courses. The survey was prepared as a Likert scale (with 1 = totally disagree to 5 = totally agree), on Google forms and sent to the students online. RESULTS 82.4% of the students marked "totally disagree" or "disagree" for the statement of "DAE is more efficient than TAE". The total percentage of students who marked "totally disagree" or "disagree" for the statement of "I was satisfied with the theoretical education in DAE" was 58.6%, but when it came to practical education the percentage raised to 79.9%. CONCLUSIONS According to the results the efficiency of DAE, especially in terms of practice lessons, was found to be lower than TAE. To make DAE a powerful alternative to TAE, future studies should aim to develop a new syllabus for DAE.
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Affiliation(s)
- Abdullah Ortadeveci
- Department of Anatomy, Faculty of Medicine, Eskisehir Osmangazi University, Eskisehir, Turkey.
| | - Merve Nur Ermez
- Department of Anatomy, Faculty of Medicine, Eskisehir Osmangazi University, Eskisehir, Turkey
| | - Semih Oz
- Health Services Vocational School, Eskisehir Osmangazi University, Eskisehir, Turkey
| | - Hilmi Ozden
- Department of Anatomy, Faculty of Medicine, Eskisehir Osmangazi University, Eskisehir, Turkey
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