1
|
Alsufyani N, Alnamlah S, Mutaieb S, Alageel R, AlQarni M, Bukhari A, Alhajri M, AlSubaie A, Alabdulkarim M, Faden A. Virtual reality simulation of panoramic radiographic anatomy for dental students. J Dent Educ 2023. [PMID: 37191982 DOI: 10.1002/jdd.13240] [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: 01/10/2023] [Revised: 04/08/2023] [Accepted: 04/16/2023] [Indexed: 05/17/2023]
Abstract
PURPOSE This work aimed to utilize virtual reality (VR) in dental radiographic anatomical interpretation in junior dental students and test if it can enhance student learning, engagement, and performance. METHODS VR software for panoramic anatomy was developed. Sixty-nine first-year dental students were divided into a control group (lecture-based) and an experimental group (VR) to learn panoramic radiographic anatomy. Both groups were then tested on knowledge via a 20-question quiz. Student feedback on VR experience was collected via an online survey. RESULTS There was a statistically significant difference between lecture-based and VR students in the correct identification of anatomical landmarks. Lecture-based students scored higher in identifying the ear lobe, hyoid bone, condylar neck, and external oblique ridge, whereas VR students scored higher in identifying zygoma (Chi-squared test, p < 0.005). The VR group reported high evaluation on all perception items of the online feedback survey on their experience (Student t-test, p < 0.005). CONCLUSIONS Lecture-based students generally showed better performance in panoramic radiographic anatomy. Several structures were not correctly identified in both groups of novice students. The positive feedback of VR experience encourages future implementation in education to augment conventional methods of radiographic anatomy in dentistry with considerations to repeated exposures throughout undergraduate dental education.
Collapse
Affiliation(s)
- Noura Alsufyani
- Oral & Maxillofacial Radiology, Oral Medicine, and Diagnostic Sciences Department, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
- Department of Medicine and Dentistry, School of Dentistry, University of Alberta, Edmonton, Canada
| | - Sarah Alnamlah
- College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Sarah Mutaieb
- College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Raseel Alageel
- College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Mayson AlQarni
- College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Areej Bukhari
- College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | - Maram Alhajri
- College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| | | | | | - Asma'a Faden
- Department of Oral Medicine and Diagnostic Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
| |
Collapse
|
2
|
da Silveira CR, Miamoto Dias PE, Oenning AC, de Brito Junior RB, Turssi CP, Oliveira LB. Digital anatomy table in teaching-learning process of the temporomandibular joint anatomy. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:131-137. [PMID: 33735486 DOI: 10.1111/eje.12680] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2020] [Revised: 09/01/2020] [Accepted: 03/12/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The use of teaching resources and digital objects has gradually been incorporated into dental schools. This study aimed to evaluate the digital anatomy table in teaching-learning process of the temporomandibular joint (TMJ) anatomy and the student's perception regarding this resource. MATERIALS AND METHODS A cross-sectional study was conducted on 41 undergraduate dental students. Knowledge assessment tests were applied at different time intervals: before and after the TMJ theoretical class, after the practical class on prosected specimens and after the use of digital anatomy table. The medians of the scores obtained in the three groups (theoretical class, practical class and digital table) were descriptively analysed and submitted to Wilcoxon, Kruskal-Wallis and Student-Newman-Keuls statistical tests. The perception survey was conducted at the end of the study. RESULTS When the teaching strategies were compared amongst each other, the medians of the scores with the digital anatomy table were significantly higher than after the theoretical and practical classes. At the end of the research, there were no differences amongst the three groups (theoretical class, practical class and digital table). Regarding the perception, the majority of the students reported that the digital anatomy table helped them to understand the content of the theoretical class. CONCLUSION It was concluded that learning with the use of the digital anatomy table did not increase the knowledge of dental students with respect to the TMJ anatomy. The students' perceptions of the digital anatomy table were positive and that it could be used as an additional resource in the teaching-learning process.
Collapse
Affiliation(s)
| | | | | | | | - Cecilia Pedroso Turssi
- Division of Cariology and Restorative Dentistry, Faculdade São Leopoldo Mandic, Campinas, Brazil
| | | |
Collapse
|
3
|
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: 9.5] [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.
Collapse
|
4
|
Uoshima K, Akiba N, Nagasawa M. Technical skill training and assessment in dental education. JAPANESE DENTAL SCIENCE REVIEW 2021; 57:160-163. [PMID: 34567290 PMCID: PMC8449262 DOI: 10.1016/j.jdsr.2021.08.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2020] [Revised: 01/27/2021] [Accepted: 08/11/2021] [Indexed: 11/30/2022] Open
Abstract
Highly competent clinical practice requires cognitive, psychomotor and affective skills. Therefore, the ultimate goal of dental education is for practitioners to be competent in all of these domains. While many methods have been introduced to assess knowledge and non-technical skills, it is still very difficult for educators to assess technical skill. Assessment methods for technical skills are still not well established because it is very difficult to assure objectivity, validity and fairness. Nonetheless, technical skill is especially important in dental treatments, along with knowledge and attitude. The aim of this review was to summarize the methods of technical skill training in dental education and how they are assessed. This is a literature review. We searched PubMed MEDLINE using terms related to technical skill training and those assessment as of June 2020 and reviewed them. There have been many reports introducing methods of technical skill training and assessment, including the use of digital technology. However, no single assessment method had demonstrated validity of it. Technical skill training is very important in dental education and there are various ways of learning. The validity of current assessment methods is limited; therefore, a combination of several methods may achieve the best results.
Collapse
Affiliation(s)
- Katsumi Uoshima
- Division of Bio-Prosthodontics, Faculty of Dentistry and Graduate School of Medical and Dental Sciences, Niigata University, 2-5274 Gakkocho-dori, Chuo-ku, Niigata-shi, Niigata 951-8514, Japan
| | - Nami Akiba
- Division of Bio-Prosthodontics, Faculty of Dentistry and Graduate School of Medical and Dental Sciences, Niigata University, 2-5274 Gakkocho-dori, Chuo-ku, Niigata-shi, Niigata 951-8514, Japan
| | - Masako Nagasawa
- Division of Bio-Prosthodontics, Faculty of Dentistry and Graduate School of Medical and Dental Sciences, Niigata University, 2-5274 Gakkocho-dori, Chuo-ku, Niigata-shi, Niigata 951-8514, Japan
| |
Collapse
|
5
|
Bukhary DM, Alshali RZ. A simulation model used in teaching denture border adjustment: Randomized controlled trial. J Dent Educ 2021; 86:98-106. [PMID: 34468987 DOI: 10.1002/jdd.12784] [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: 03/10/2021] [Revised: 07/29/2021] [Accepted: 08/23/2021] [Indexed: 11/11/2022]
Abstract
OBJECTIVES The goal was to propose a new simulation model as a training tool in complete denture (CD) flange adjustment and to evaluate if the model can improve student competencies in different learning domains. METHODS Fourth-year undergraduate dental students (n = 100) were equally divided into control and test groups. Both groups received didactic instructions for CD post-insertion procedures, but the test group had additional simulation training using modified working casts. Both groups then performed CD flange adjustment on real patients, and their skills were evaluated using a specific checklist. The data were assessed by independent samples t-test and a chi-square test at α = 0.05. RESULTS The students in the test group showed significantly better overall performance (57.94%) compared with the control group (30.14%) in clinical post-insertion CD flange adjustment procedures (p < 0.001). However, the psychomotor skills of the male students in the test group were not significantly influenced (p = 0.268). Considering the competencies for different tasks, more students that were competent were present in the test group compared to those in the control group regarding most of the knowledge (p ≤ 0.012) and all of the cognitive skill tasks (p ≤ 0.021). More students were competent for half of the psychomotor skill tasks (p ≤ 0.027). However, when considering gender, the number of competent male students was significantly greater in the test group only for one of the psychomotor tasks. CONCLUSION The simulation model significantly improved the overall clinical skills of the students, allowing them to learn the common CD post-insertion maintenance procedures before performing the procedure clinically.
Collapse
Affiliation(s)
- Dalea M Bukhary
- Department of Oral and Maxillofacial Prosthodontics, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Ruwaida Z Alshali
- Department of Oral and Maxillofacial Prosthodontics, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
| |
Collapse
|
6
|
Khalaf K, El-Kishawi M, Mustafa S, Al Kawas S. Effectiveness of technology-enhanced teaching and assessment methods of undergraduate preclinical dental skills: a systematic review of randomized controlled clinical trials. BMC MEDICAL EDUCATION 2020; 20:286. [PMID: 32859187 PMCID: PMC7455918 DOI: 10.1186/s12909-020-02211-4] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/21/2020] [Accepted: 08/25/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND To investigate the effectiveness of technology-enhanced teaching and assessment methods of undergraduate preclinical skills in comparison to conventional methods. METHODS A comprehensive search strategy was implemented using both manual and electronic search methods, including PubMed, Wiley, ScienceDirect, SCOPUS, and the Cochrane Central Register of Controlled Trials. The search and selection of articles that met the inclusion criteria were carried out in duplicates. A Cochrane data extraction form for RCTs was used to extract the relevant information from all included articles. Risk of bias of all included articles was assessed independently by two authors using the Cochrane risk of bias tool. RESULTS A total of 19 randomized controlled clinical trials met the inclusion criteria and were included in this review. The majority of the studies included in this review have a high risk of bias mainly due to incomplete data, lack of blinding of the examiners, and due to other biases, such as small sample sizes, not accounting for additional hours of training, and the lack of calibration of examiners grading the preparations. Conflicting results were reported in the included studies with regards to whether there were differences between the intervention and control groups in the outcome measure of quality of students' performance. A meta-analysis could not be done for this study due to the heterogeneity among the included studies. CONCLUSIONS Technology-enhanced teaching and assessment tools used in preclinical skills training of undergraduate dental students have the potential to improve students' performance. However, due to the conflicting outcomes reported in the 19 studies included in this systematic review and their high risk of bias, better quality studies are required to find a definitive answer to the research question of this systematic review.
Collapse
Affiliation(s)
- Khaled Khalaf
- Department of Preventive and Restorative Dentistry, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Mohamed El-Kishawi
- Department of Preventive and Restorative Dentistry, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates.
| | - Shahd Mustafa
- Department of Preventive and Restorative Dentistry, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Sausan Al Kawas
- Department of Preventive and Restorative Dentistry, College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| |
Collapse
|
7
|
Abstract
In this paper, a map of the state of the art of recent medical simulators that provide evaluation and guidance for surgical procedures is performed. The systems are reviewed and compared from the viewpoint of the used technology, force feedback, learning evaluation, didactic and visual aid, guidance, data collection and storage, and type of solution (commercial or non-commercial). The works’ assessment was made to identify if—(1) current applications can provide assistance and track performance in training, and (2) virtual environments are more suitable for practicing than physical applications. Automatic analysis of the papers was performed to minimize subjective bias. It was found that some works limit themselves to recording the session data to evaluate them internally, while others assess it and provide immediate user feedback. However, it was found that few works are currently implementing guidance, aid during sessions, and assessment. Current trends suggest that the evaluation process’s automation could reduce the workload of experts and let them focus on improving the curriculum covered in medical education. Lastly, this paper also draws several conclusions, observations per area, and suggestions for future work.
Collapse
|
8
|
Xu X, Xie Q, Zhou Y, Wu L, Cao Y. Effect of a Standardized Training with Digital Evaluation on the Improvement of Prosthodontic Faculty's Performance in Crown Preparation: A Pre-Post Design. J Prosthodont 2020; 29:766-771. [PMID: 32608056 DOI: 10.1111/jopr.13222] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/27/2020] [Indexed: 12/01/2022] Open
Abstract
PURPOSE Standardized crown preparation is an important competency for prosthodontic faculty especially when they take on the dual role of clinician and clinical teacher. Effects of faculty training for enhancing crown preparation competency are seldom reported. This study aimed to analyze the impact of a standardized training workshop with digital evaluation on the dental faculty's performance in crown preparation. MATERIALS AND METHODS The digitally evaluated grades of anterior (the maxillary right central incisor) and posterior (the mandibular left first molar) tooth preparations made by 76 participants who accomplished all six training tasks were collected, including off-site and on-site exercises before the didactic lecture and live demonstration, three rounds of practices with digital feedback, and a final test. Grades of preparations performed in the on-site exercise were adopted as pre-training scores, and those in the final test as post-training scores. Total scores and marks deducted for the parameters including amount of reduction, margin line, and taper were compared among each training task. RESULTS The post-training scores of both anterior and posterior tooth preparations increased significantly more than the pre-training scores. The average increased score proportion was 22.95% ± 4.17% for anterior tooth preparations, and 21.78% ± 3.68% for posterior tooth preparations. For anterior tooth preparations, total scores and the parameters except taper significantly improved in the first practice and maintained the same level for the next sessions. Total scores and all parameters for posterior tooth preparations exhibited continual improvement during the training process. CONCLUSION Standardized training can further improve dental faculty's crown preparation performance in a moderate way. Individual design for crown preparation training can be considered based on different tooth positions. Providing such training will aid the calibration of clinical teaching behavior and the elevation of clinical operative standards for prosthodontic faculty.
Collapse
Affiliation(s)
- Xiaoxiang Xu
- Department of Prosthodontics, Peking University School and Hospital of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Laboratory for Digital and Material Technology of Stomatology & Beijing Key Laboratory of Digital Stomatology, Beijing, China
| | - Qiufei Xie
- Department of Prosthodontics, Peking University School and Hospital of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Laboratory for Digital and Material Technology of Stomatology & Beijing Key Laboratory of Digital Stomatology, Beijing, China
| | - Yongsheng Zhou
- Department of Prosthodontics, Peking University School and Hospital of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Laboratory for Digital and Material Technology of Stomatology & Beijing Key Laboratory of Digital Stomatology, Beijing, China
| | - Lei Wu
- Nissin Dental Products Co., Kunshan, Jiangsu Province, China
| | - Ye Cao
- Department of Prosthodontics, Peking University School and Hospital of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Laboratory for Digital and Material Technology of Stomatology & Beijing Key Laboratory of Digital Stomatology, Beijing, China
| |
Collapse
|
9
|
Seet RH, Soo PR, Leong KJM, Pang JJH, Lee FKF, Tan MY. Crown preparations by undergraduate dental students: A comparison of conventional versus digital assessment via an intraoral scanner. J Dent Educ 2020; 84:1303-1313. [PMID: 32634264 DOI: 10.1002/jdd.12285] [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: 03/16/2020] [Revised: 05/20/2020] [Accepted: 06/14/2020] [Indexed: 01/28/2023]
Abstract
PURPOSE This study aims to assess the effectiveness of the 3Shape TRIOS intraoral scanner (IOS) in student crown preparation evaluation. DESIGN Students were tasked to perform a full metal crown preparation on the upper left first molar on a patient simulator within 45 minutes. Marginal Width, Occlusal Reduction, Presence of Undercuts, Taper, Planes of Reduction, Line Angles, Conformity to Gingival Contour, and Smoothness were evaluated via 3 assessment modes: (a) Conventional assessment by 2 supervisors; (b) Conventional assessment by students; (c) Digital assessment by students. Agreement between assessment modes was investigated using Kappa (κ), with a threshold set at κ > 0.4. Effectiveness of IOS for objective parameters was determined via physical verification, while that for subjective parameters was defined by agreement with the stricter supervisor grade. RESULTS Substantial agreement (κ = 0.631) was found between IOS measurement of Marginal Width and physical verification. Two of 5 subjective parameters met κ > 0.4 for agreement between IOS and the stricter supervisor grade. Agreement between supervisors ranged from slight (κ = 0.103) for Occlusal Reduction to Fair (κ = 0.399) for Marginal Width. Agreement between conventional assessments of supervisors and students ranged from less than chance (κ = -0.142) for Occlusal Reduction to moderate (κ = 0.577) for Line Angles. Agreement between conventional assessments of supervisors and digital assessments of students ranged from slight (κ = 0.130) for Planes of Reduction to moderate (κ = 0.538) for Line Angles. CONCLUSIONS IOS may be used to overcome limitations in conventional assessment of objective parameters and some subjective parameters. Digital assessment of crown preparations cannot completely replace conventional assessment.
Collapse
Affiliation(s)
- Ren Hao Seet
- Faculty of Dentistry, National University of Singapore, Singapore, Republic of Singapore
| | - Peng Ru Soo
- Faculty of Dentistry, National University of Singapore, Singapore, Republic of Singapore
| | - Karen Jia Mian Leong
- Faculty of Dentistry, National University of Singapore, Singapore, Republic of Singapore
| | - Joyce Jia Hui Pang
- Faculty of Dentistry, National University of Singapore, Singapore, Republic of Singapore
| | - Frank Kong Fei Lee
- Faculty of Dentistry, National University of Singapore, Singapore, Republic of Singapore
| | - Ming Yi Tan
- Faculty of Dentistry, National University of Singapore, Singapore, Republic of Singapore
| |
Collapse
|
10
|
Liu L, Zhou R, Yuan S, Sun Z, Lu X, Li J, Chu F, Walmsley AD, Yan B, Wang L. Simulation training for ceramic crown preparation in the dental setting using a virtual educational system. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:199-206. [PMID: 31766075 DOI: 10.1111/eje.12485] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2019] [Revised: 10/31/2019] [Accepted: 11/22/2019] [Indexed: 05/28/2023]
Abstract
OBJECTIVES The aim was to evaluate the effectiveness of a pre-clinical training of ceramic crown preparation using the Virtual Educational System for Dentistry. MATERIAL AND METHODS Fifty-seven dental students were recruited to prepare a ceramic crown under the guidance of the Real-time Dental Training and Evaluation System (RDTES) in order to collect pre-learning data. They participated in the online virtual learning course independently on the Virtual Learning Network Platform (VLNP). One week later, the students were invited to complete their post-learning crown preparation with the RDTES. A questionnaire survey explored students' perceived benefits or drawbacks of the virtual educational system. Students were allocated into Group A (n = 15), B (n = 24) and C (n = 18) based on their pre-learning performance. Differences of assessment results amongst different groups were evaluated by ANOVA and Kruskal-Wallis tests. The pre- and post-learning assessment results in all groups were compared using paired t tests or Wilcoxon signed rank tests. RESULTS The error scores for four assessment items (instrument selection, preparation section, preparation reduction, preparation surface and profile) and total score of outcome assessment after the virtual learning were significantly different with those before the virtual learning (P < 0.05). There were significant interactions between time and student group in the mean scores of process and outcome assessments (P < 0.001), except for the assessment item "damage of adjacent teeth." CONCLUSION The application of a Virtual Educational System for Dentistry with the VLNP and RDTES in pre-clinical operative training helps students improve their clinical skills.
Collapse
Affiliation(s)
- Luwei Liu
- Jiangsu Key Laboratory of Oral Diseases, Department of Orthodontics, School of Stomatology, Nanjing Medical University, Nanjing, China
| | - Ruyu Zhou
- Jiangsu Key Laboratory of Oral Diseases, Department of Education, School of Stomatology, Nanjing Medical University, Nanjing, China
| | - Siyang Yuan
- Dental Health Services Research Unit, School of Dentistry, University of Dundee, Dundee, UK
| | - Zhida Sun
- Jiangsu Key Laboratory of Oral Diseases, Department of Endodontics, School of Stomatology, Nanjing Medical University, Nanjing, China
| | - Xiaoqing Lu
- Jiangsu Key Laboratory of Oral Diseases, Department of Education, School of Stomatology, Nanjing Medical University, Nanjing, China
| | - Jin Li
- Jiangsu Key Laboratory of Oral Diseases, Department of Endodontics, School of Stomatology, Nanjing Medical University, Nanjing, China
| | - Fengqing Chu
- Jiangsu Key Laboratory of Oral Diseases, Department of Education, School of Stomatology, Nanjing Medical University, Nanjing, China
| | | | - Bin Yan
- Jiangsu Key Laboratory of Oral Diseases, Department of Orthodontics, School of Stomatology, Nanjing Medical University, Nanjing, China
| | - Lin Wang
- Jiangsu Key Laboratory of Oral Diseases, Department of Orthodontics, School of Stomatology, Nanjing Medical University, Nanjing, China
| |
Collapse
|
11
|
Mustakallio S, Näpänkangas R, Narbutaite J, Virtanen JI. Graduating dentists' perceptions about their professional competence in Finland and Lithuania. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:227-232. [PMID: 31845488 DOI: 10.1111/eje.12488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/02/2019] [Revised: 12/02/2019] [Accepted: 12/12/2019] [Indexed: 06/10/2023]
Abstract
AIMS Efforts to harmonise dental education in Europe have been put into action by the Association for Dental Education in Europe (ADEE). The aim of the study was to explore graduating dentists' perceptions about their professional readiness for clinical work in Finland and Lithuania. MATERIALS AND METHODS The survey targeted fifth-year dental students at the University of Oulu and the University of Turku in Finland, and at the Lithuanian University of Health Sciences, Kaunas, Lithuania (Lithuanian and international students) in 2016-2017. The competences were evaluated in the questionnaire in 21 dental procedures based on ADEE competences by options: "I'd manage well," "I'd need more training" or "It would not quite succeed." The option "I'd manage well" was chosen in the analyses. RESULTS Students felt that they were most competent in producing and maintaining accurate patient records (91.9%), implementing sterilisation and hygiene in dental practice (91.3%) and working with other members of dental team and health profession (90.0%). The largest differences between Finnish and Lithuanian students were in designing and adjusting occlusal splints (87.0% vs. 14.3%) and in undertaking subgingival scaling (95.7% vs. 57.1%). The biggest differences between Lithuanian and international students were in identifying (and treating) abnormal and anxiety-related patient (73.1% vs. 25.5%) and implementing tobacco cessation (65.3% vs. 31.9%). CONCLUSIONS The graduating dental students in Finland and Lithuania manage well in most of the clinical procedures based on the ADEE competences. The students were most confident when dealing with tasks that are common in dental practice.
Collapse
Affiliation(s)
- Sakari Mustakallio
- Kallio Public Health Care, Ylivieska, Finland
- Research Unit of Oral Health Sciences, University of Oulu, Oulu, Finland
| | - Ritva Näpänkangas
- Research Unit of Oral Health Sciences, University of Oulu, Oulu, Finland
- Medical Research Center, Oulu University Hospital and University of Oulu, Oulu, Finland
| | - Julija Narbutaite
- Clinic for Preventive and Pediatric Dentistry, Lithuanian University of Health Sciences, Kaunas, Lithuania
| | - Jorma I Virtanen
- Medical Research Center, Oulu University Hospital and University of Oulu, Oulu, Finland
- Department of Clinical Dentistry, University of Bergen, Bergen, Norway
| |
Collapse
|
12
|
Nassar HM, Tekian A. Computer simulation and virtual reality in undergraduate operative and restorative dental education: A critical review. J Dent Educ 2020; 84:812-829. [PMID: 32147841 DOI: 10.1002/jdd.12138] [Citation(s) in RCA: 34] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2019] [Revised: 02/07/2020] [Accepted: 02/18/2020] [Indexed: 11/09/2022]
Abstract
The primary aim of this review was to synthesize the literature for studies investigating the use of computer simulation (CS) and virtual reality (VR) in undergraduate dental education in operative and restorative dentistry. The secondary aim was to list best practices that maximize the simulation experience in dental education. A literature review of the PubMed and ERIC databases was conducted using the search terms "Dental AND Simulator," "Dental AND Virtual reality," and "Simulation AND Dental education." Studies in English language were categorized into 1 of 5 themes: Manual dexterity and cavity preparation, light curing skills, simulation perception and experience, predictability, and simulation model development. Main practices of simulation education indicated in the McGaghie et al. critical review published in 2010 were used as a reference to identify common practices for dental simulation. Thirty nine of 579 identified abstracts met the inclusion criteria. Skill acquisition and feedback were the two most frequently investigated parameters found in the review. CS was efficient in teaching cavity preparation and light curing skills. Feedback and deliberate practice were among the best practices that should be emphasized in order to enhance the efficiency of the CS and VR simulation exercises. The use of CS is effective in teaching operative skills (such as light curing and cavity preparation) reliably; whereas, the use of VR in undergraduate curricula is debatable. To achieve the maximum benefits of the simulation exercises, emphasis must be given to the timely feedback and deliberate practice approaches.
Collapse
Affiliation(s)
- Hani M Nassar
- Restorative Dentistry Department, King Abdulaziz University Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Ara Tekian
- Department of Medical Education, University of Illinois College of Medicine at Chicago, Chicago, Illinois, USA
| |
Collapse
|
13
|
Yee S, Richert R, Viguie G, Couraud S, Dehurtevent M, Fages M, Corne P, Ducret M. Evaluation of the use of a guided bur during preclinical teaching of tooth preparation: A pilot study. Clin Exp Dent Res 2019; 5:588-593. [PMID: 31890295 PMCID: PMC6934350 DOI: 10.1002/cre2.184] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2019] [Revised: 03/25/2019] [Accepted: 03/26/2019] [Indexed: 11/23/2022] Open
Abstract
Objectives An innovative calibrated bur, aiming to improve precision during reduction of the incisal edge, was recently proposed to guide practitioners during tooth preparation. However, limited information is available concerning its usefulness in dental preclinical education. The aim of this study was to evaluate whether using this innovative guided bur improves learning experience quality and the performance of students during tooth preparation. Material and methods After having provided written consent, 60 second-year students were divided into two groups. One group used a 1-mm rounded bur to perform depth grooves, whereas the second group used the innovative guided bur, consisting in a 2-mm-depth marker with a stopping surface. Once the grooves were obtained, they were then connected using the same wheel bur in both groups. The aim was to obtain a final 2-mm reduction of the incisal edge. Quality of the learning experience (stress level, motivation to restart, self-evaluation of the preparation, and difficulty) was quantified using a visual analog scale. Duration of the procedure was also measured in both groups. 3D measurements for each tooth were performed using an STL comparison software. Results There were no significant differences between groups in terms of stress and self-evaluation of the preparation. Students in the guided bur group reported significantly lower perception of exercise difficulty (p < .001) and significantly higher motivation to restart the procedure (p < .001). The guided bur group performed the procedure in 16.4% less time than the rounded bur group. The use of the guided bur led to a 23% over-reduction, whereas the use of the rounded bur led to a 10% under-reduction. Conclusions Overall, the present study shows that the guided bur provides significant improvement in the student's learning experience with increased motivation and decreased perception of difficulty. It shortens the duration of procedure performance, but it also induces a reduction in preparation accuracy.
Collapse
Affiliation(s)
- Soho Yee
- Faculté d'OdontologieUniversité de Lyon, Université Lyon 1LyonFrance
- Hospices Civils de LyonService de Consultations et Traitements DentairesLyonFrance
| | - Raphaël Richert
- Faculté d'OdontologieUniversité de Lyon, Université Lyon 1LyonFrance
- Hospices Civils de LyonService de Consultations et Traitements DentairesLyonFrance
| | - Gilbert Viguie
- Faculté d'OdontologieUniversité de Lyon, Université Lyon 1LyonFrance
- Hospices Civils de LyonService de Consultations et Traitements DentairesLyonFrance
| | - Sébastien Couraud
- Faculté de médecine et de maïeutique Lyon‐SudUniversité de Lyon, Université Lyon 1LyonFrance
- Service de Pneumologie Aiguë Spécialisée et Cancérologie ThoraciqueCentre Hospitalier Lyon SudPierre BéniteFrance
| | | | - Michel Fages
- Prosthetic DepartmentFaculté d'Odontologie de MontpellierMontpellierFrance
- Laboratoire de Bioingéniérie et Nanosciences (LBN)Montpellier UniversitéMontpellierFrance
| | - Pascale Corne
- Nancy School of DentistryUniversity of LorraineNancy CedexFrance
| | - Maxime Ducret
- Faculté d'OdontologieUniversité de Lyon, Université Lyon 1LyonFrance
- Hospices Civils de LyonService de Consultations et Traitements DentairesLyonFrance
- Laboratoire de Biologie Tissulaire et Ingénierie thérapeutiqueUMR5305 CNRS/Université Lyon 1, UMS3444 BioSciences Gerland‐Lyon SudLyonFrance
| |
Collapse
|
14
|
Huang TK, Yang CH, Hsieh YH, Wang JC, Hung CC. Augmented reality (AR) and virtual reality (VR) applied in dentistry. Kaohsiung J Med Sci 2018; 34:243-248. [DOI: 10.1016/j.kjms.2018.01.009] [Citation(s) in RCA: 111] [Impact Index Per Article: 18.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2017] [Revised: 12/20/2017] [Accepted: 01/12/2018] [Indexed: 11/25/2022] Open
|
15
|
Oh HY, Jung HI, Lee JW, de Jong EDJ, Kim BI. Improving the competency of dental hygiene students in detecting dental restorations using quantitative light-induced fluorescence technology. Photodiagnosis Photodyn Ther 2017; 17:245-249. [DOI: 10.1016/j.pdpdt.2016.12.010] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2016] [Revised: 11/25/2016] [Accepted: 12/29/2016] [Indexed: 11/28/2022]
|