1
|
Bui D, Benavides E, Soki F, Ramaswamy V, Kosecki B, Bonine B, Kim-Berman H. A comparison of virtual reality and three-dimensional multiplanar educational methods for student learning of cone beam computed tomography interpretations. J Dent Educ 2024. [PMID: 38938068 DOI: 10.1002/jdd.13631] [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: 09/12/2023] [Revised: 04/16/2024] [Accepted: 06/02/2024] [Indexed: 06/29/2024]
Abstract
OBJECTIVES The purpose of this study was to compare student learning of cone beam computed tomography (CBCT) interpretation using immersive virtual reality (VR) and three-dimensional multiplanar (MP) reconstructions. METHODS Sixty first-year dental students were randomly allocated to two groups, VR and MP, and underwent a one-on-one educational intervention to identify anatomic structures using CBCT data. All participants completed three multiple-choice questionnaires (MCQs) before (T1), immediately after (T2), and 2 weeks following (T3) the intervention. Additionally, pre-survey, post-survey, NASA Task Load Index (NASA-TLX), and presence questionnaires were completed. Analysis of objective measures of performance on MCQs and subjective data from the questionnaires was completed (α = 0.05). RESULTS There was a significant increase in test performance and informational recall between T1-T2 and T1-T3 for VR and MP groups (p < 0.001). However, there were no significant differences in performance on MCQs between T2 and T3. Analysis of the Presence questionnaire indicated that the VR group felt decreased distraction (p = 0.013), increased realism (p = 0.035), and increased involvement (p = 0.047) during the educational intervention when compared with the MP group. Analysis of the NASA-TLX indicated that the VR group experienced more physical demand (p < 0.01) but similar cognitive demand when compared with the MP group. Qualitative responses indicated that the VR group had a more dynamic sense of visualization and manipulation compared to the MP group. CONCLUSION Results from this study show that VR is as effective as traditional MP methods of CBCT interpretation learning. Further benefits of VR educational intervention include increased involvement, realism and less distraction.
Collapse
Affiliation(s)
- Duy Bui
- Department of Orthodontics and Pediatric Dentistry, School of Dentistry, University of Michigan, Ann Arbor, Michigan, USA
| | - Erika Benavides
- Department of Periodontics and Oral Medicine, School of Dentistry, University of Michigan, Ann Arbor, Michigan, USA
| | - Fabiana Soki
- Department of Periodontics and Oral Medicine, School of Dentistry, University of Michigan, Ann Arbor, Michigan, USA
| | - Vidya Ramaswamy
- Department of Oral and Maxillofacial Surgery, School of Dentistry, University of Michigan, Ann Arbor, Michigan, USA
| | - Brianna Kosecki
- School of Dentistry, University of Michigan, Ann Arbor, Michigan, USA
| | - Brandon Bonine
- Department of Oral and Maxillofacial Surgery, School of Dentistry, University of Michigan, Ann Arbor, Michigan, USA
| | - Hera Kim-Berman
- Department of Orthodontics and Pediatric Dentistry, School of Dentistry, University of Michigan, Ann Arbor, Michigan, USA
| |
Collapse
|
2
|
Wang P, Wu S, Gao L, Ning Y, Zhang C, Pan S, Zhao C. The effect of virtual simulation technology applied to undergraduate teaching of periodontal probing. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:461-470. [PMID: 37929773 DOI: 10.1111/eje.12970] [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: 09/29/2022] [Revised: 02/01/2023] [Accepted: 10/16/2023] [Indexed: 11/07/2023]
Abstract
INTRODUCTION The rise of virtual simulation technology and dental simulators has created a new pedagogical approach for undergraduate medical education. The purpose of this study is to evaluate the effect of virtual simulation (VS) technology on improving the students' comprehensive abilities in periodontal probing teaching in pre-practicum periodontology, such as increasing the accuracy of probing, tactile perception and performance on force control. MATERIALS AND METHODS Twenty students were randomly selected among the fourth-year students and equally divided into VS technology teaching group (VS group) and traditional teaching group (TT group) by drawing half lots. One day later, students were required to probe the periodontal pathology model. The consistency rate between PD measurements and PD reference values, time consumption and final exam scores were recorded and statistically analysed using an unpaired Student's t test and p < .05 was considered statistical significance. Finally, questionnaires relating to teaching methods evaluation and the fidelity of the digital VS training system were distributed to students and teachers. RESULTS VS group had a significantly higher consistency rate (72.976 ± 6.811%) than TT group (64.107 ± 4.988%, p = .004). To specify, the difference of consistency rates between the two groups in posterior teeth was larger than anterior teeth. Similarly, a larger difference was also found in proximal surfaces compared with buccal-lingual surfaces. As the pocket depth increased, the difference between the two groups increased too. These results indicated that VS is more efficient in complicated parts of periodontal probing teaching. In addition, students in VS group spent less time and gained a higher score than TT group (p < .05). The overall satisfaction rating in VS group was significantly higher than TT group. Lastly, teachers gave significant lower scores than students concerning the fidelity of VS system. CONCLUSION Although there are much to improve, VS technology has obvious advantages in periodontal probing teaching in pre-practicum periodontology.
Collapse
Affiliation(s)
- Panpan Wang
- Department of Periodontology, Guanghua School and Hospital of Stomatology, Sun Yat-sen University, Guangzhou, Guangdong, China
- Guanghua School of Stomatology, Sun Yat-Sen University, Guangdong, Guangzhou, China
| | - Shiwen Wu
- Guanghua School of Stomatology, Sun Yat-Sen University, Guangdong, Guangzhou, China
| | - Li Gao
- Department of Periodontology, Guanghua School and Hospital of Stomatology, Sun Yat-sen University, Guangzhou, Guangdong, China
- Guanghua School of Stomatology, Sun Yat-Sen University, Guangdong, Guangzhou, China
| | - Yang Ning
- Department of Periodontology, Guanghua School and Hospital of Stomatology, Sun Yat-sen University, Guangzhou, Guangdong, China
- Guanghua School of Stomatology, Sun Yat-Sen University, Guangdong, Guangzhou, China
| | - Chi Zhang
- Department of Periodontology, Guanghua School and Hospital of Stomatology, Sun Yat-sen University, Guangzhou, Guangdong, China
- Guanghua School of Stomatology, Sun Yat-Sen University, Guangdong, Guangzhou, China
| | - Suxun Pan
- Department of Periodontology, Guanghua School and Hospital of Stomatology, Sun Yat-sen University, Guangzhou, Guangdong, China
- Guanghua School of Stomatology, Sun Yat-Sen University, Guangdong, Guangzhou, China
| | - Chuanjiang Zhao
- Department of Periodontology, Guanghua School and Hospital of Stomatology, Sun Yat-sen University, Guangzhou, Guangdong, China
- Guanghua School of Stomatology, Sun Yat-Sen University, Guangdong, Guangzhou, China
| |
Collapse
|
3
|
Samuel S, Elvezio C, Khan S, Bitzer LZ, Moss-Salentijn L, Feiner S. Visuo-Haptic VR and AR Guidance for Dental Nerve Block Education. IEEE TRANSACTIONS ON VISUALIZATION AND COMPUTER GRAPHICS 2024; 30:2839-2848. [PMID: 38498761 DOI: 10.1109/tvcg.2024.3372125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/20/2024]
Abstract
The inferior alveolar nerve block (IANB) is a dental anesthetic injection that is critical to the performance of many dental procedures. Dental students typically learn to administer an IANB through videos and practice on silicone molds and, in many dental schools, on other students. This causes significant stress for both the students and their early patients. To reduce discomfort and improve clinical outcomes, we created an anatomically informed virtual reality headset-based educational system for the IANB. It combines a layered 3D anatomical model, dynamic visual guidance for syringe position and orientation, and active force feedback to emulate syringe interaction with tissue. A companion mobile augmented reality application allows students to step through a visualization of the procedure on a phone or tablet. We conducted a user study to determine the advantages of preclinical training with our IANB simulator. We found that in comparison to dental students who were exposed only to traditional supplementary study materials, dental students who used our IANB simulator were more confident administering their first clinical injections, had less need for syringe readjustments, and had greater success in numbing patients.
Collapse
|
4
|
Kitahara S, Kusakabe S, Takagaki T, Ishigure H, Shimizu S, Ikeda M, Burrow MF, Nikaido T. Questionnaire survey on hands-on simulation training using a dental humanoid robot (SIMROID ®). EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024. [PMID: 38640199 DOI: 10.1111/eje.13006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Revised: 01/26/2024] [Accepted: 03/17/2024] [Indexed: 04/21/2024]
Abstract
INTRODUCTION A dental humanoid robot, SIMROID®, is able to replicate the actions characteristic of human beings and enable training for communicating with patients and coping with unexpected situations. This study assessed user experiences via a survey questionnaire following hands-on training on the SIMROID®. MATERIALS AND METHODS A total of 112 participants, consisting of 50 high school students who visited AUSD (Asahi University School of Dentistry) to participate in open campus events, 42 fourth-year students at AUSD and 20 dental students from Mexico State Autonomy University, University of Siena and Peking University took the survey. The participants observed the movements and reactions of a SIMROID® robot placed on a dental unit for approximately 20 min after which they completed a questionnaire survey. Both Japanese and English versions of the questionnaire were prepared for local and visiting foreign dental students. The questionnaire comprised 8 items, with a further two items for those undertaking dental training and an open comment field. RESULTS All participants who observed the SIMROID® completed the questionnaire giving a 100% response rate. Generally, simulation training with SIMROID® was highly appreciated by all participants. The comprehensive evaluation score for SIMROID® was 4.56 ± 0.50 points for high school students, 4.05 ± 0.82 points for students at AUSD and 4.70 ± 0.47 points for foreign dental students, showing all participants had a very positive experience and impression of the SIMROID®. CONCLUSIONS Therefore, simulation training using SIMROID® seems beneficial learning tool.
Collapse
Affiliation(s)
- Sayaka Kitahara
- Department of Operative Dentistry, Division of Oral Functional Science and Rehabilitation, Asahi University School of Dentistry, Gifu, Japan
| | - Shusuke Kusakabe
- Department of Operative Dentistry, Division of Oral Functional Science and Rehabilitation, Asahi University School of Dentistry, Gifu, Japan
| | - Tomohiro Takagaki
- Department of Operative Dentistry, Division of Oral Functional Science and Rehabilitation, Asahi University School of Dentistry, Gifu, Japan
| | - Hiroshi Ishigure
- Department of Operative Dentistry, Division of Oral Functional Science and Rehabilitation, Asahi University School of Dentistry, Gifu, Japan
- PDI Gifu Dental Clinic, Asahi University, Gifu, Japan
| | - Shojiro Shimizu
- Department of Operative Dentistry, Division of Oral Functional Science and Rehabilitation, Asahi University School of Dentistry, Gifu, Japan
| | - Masaomi Ikeda
- Department of Biofunction Research, Institute of Biomaterials and Bioengineering, Tokyo Medical and Dental University, Tokyo, Japan
| | - Michael F Burrow
- Restorative Dental Sciences, Faculty of Dentistry, The University of Hong Kong, Prince Philip Dental Hospital, Hong Kong SAR, China
| | - Toru Nikaido
- Department of Operative Dentistry, Division of Oral Functional Science and Rehabilitation, Asahi University School of Dentistry, Gifu, Japan
| |
Collapse
|
5
|
Fu Y, Chu F, Lu X, Wang C, Xiao N, Jiang J, Zheng J, Jiang H. Assessment and evaluation of online education and virtual simulation technology in dental education: a cross-sectional survey. BMC MEDICAL EDUCATION 2024; 24:191. [PMID: 38403582 PMCID: PMC10895829 DOI: 10.1186/s12909-024-05171-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Accepted: 02/12/2024] [Indexed: 02/27/2024]
Abstract
BACKGROUND The global outbreak of coronavirus disease (COVID-19) has led medical universities in China to conduct online teaching. This study aimed to assess the effectiveness of a blended learning approach that combines online teaching and virtual reality technology in dental education and to evaluate the acceptance of the blended learning approach among dental teachers and students. METHODS The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist was followed in this study. A total of 157 students' perspectives on online and virtual reality technology education and 54 teachers' opinions on online teaching were collected via questionnaires. Additionally, 101 students in the 2015-year group received the traditional teaching method (TT group), while 97 students in the 2017-year group received blended learning combining online teaching and virtual reality technology (BL group). The graduation examination results of students in the two groups were compared. RESULTS The questionnaire results showed that most students were satisfied with the online course and the virtual simulation platform teaching, while teachers held conservative and neutral attitudes toward online teaching. Although the theoretical score of the BL group on the final exam was greater than that of the TT group, there was no significant difference between the two groups (P = 0.805). The skill operation score of the BL group on the final exam was significantly lower than that of the TT group (P = 0.004). The overall score of the BL group was lower than that of the TT group (P = 0.018), but the difference was not statistically significant (P = 0.112). CONCLUSIONS The blended learning approach combining online teaching and virtual reality technology plays a positive role in students' learning and is useful and effective in dental education.
Collapse
Affiliation(s)
- Yu Fu
- Oral and Maxillofacial Surgery Medicine, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Fengqing Chu
- Department of Teaching Office of Stomatology, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
- Department of Basic Science of Stomatology, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Xiaoqing Lu
- Department of Teaching Office of Stomatology, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Chenxing Wang
- Oral and Maxillofacial Surgery Medicine, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Na Xiao
- Oral and Maxillofacial Surgery Medicine, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Jiajia Jiang
- Department of Teaching Office of Stomatology, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Jue Zheng
- School of Health Policy and Management, Nanjing Medical University, Nanjing, China.
| | - Hongbing Jiang
- Oral and Maxillofacial Surgery Medicine, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China.
- Department of Teaching Office of Stomatology, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China.
| |
Collapse
|
6
|
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.
Collapse
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
| |
Collapse
|
7
|
Zain E, Talreja N, Hesarghatta Ramamurthy P, Muzaffar D, Rehman K, Khan AA, Jubapu AS, Termizi A. Assessment of quality improvement of simulation-based learning using an evidence-based framework in dental education. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:358-369. [PMID: 37864324 DOI: 10.1111/eje.12957] [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: 02/15/2023] [Accepted: 10/01/2023] [Indexed: 10/22/2023]
Abstract
INTRODUCTION Simulation-based education is of paramount importance in a dental pre-clinical setting. Hence, continuous quality improvement is crucial to optimize students' knowledge and clinical skills. This study aimed to evaluate the impact of evidence-based simulation learning (EBSL) compared with traditional-based simulation learning (TBSL) using Plan-Do-Study-Act (PDSA) model. MATERIALS AND METHODS This quality improvement project was undertaken at a private university. Guided by the PDSA model, rubber dam application tasks were conducted in the simulation lab in 2 phases. Phase 1 included TBSL and phase 2 included EBSL comprising of 2 PDSA cycles. 'Plan' stage involved obtaining feedback from students and the concerned staff. 'Do' stage included implementation of EBSL in eight steps adopted from Higgins's framework. 'Study' stage evaluated the outcomes and in 'Act' stage amendments were made to the first EBSL cycle. In the second PDSA cycle re-implementation and evaluation of the rubber dam application exercises were carried out. Descriptive data were presented as percentages and mean scores were compared using paired t-test. RESULTS Thirty-seven year 2 students participated in this study. A significant improvement in the mean scores was observed between TBSL and EBSL (3.02 + 0.16 and 3.91 + 0.27, respectively, p < .001) using PDSA model with the highest mean score for rubber dam application in the second PDSA cycle for EBSL (4.00 + 0.01). Ninety-five per cent of the students provided positive feedback pertaining to EBSL. CONCLUSION EBSL was effective in achieving high student satisfaction, desired knowledge, and skills required during simulation-based exercises. The PDSA cycle can be considered to optimize pre-clinical skills learning.
Collapse
Affiliation(s)
- Erum Zain
- Faculty of Dentistry, SEGi University, Jalan Teknologi, Petaling Jaya, Selangor, Malaysia
| | - Nidhi Talreja
- Faculty of Dentistry, SEGi University, Jalan Teknologi, Petaling Jaya, Selangor, Malaysia
- AstraZeneca, Macquarie, Park, New South Wales, Australia
| | | | - Danish Muzaffar
- Faculty of Dentistry, SEGi University, Jalan Teknologi, Petaling Jaya, Selangor, Malaysia
| | - Kiran Rehman
- Division Restorative Dentistry, School of Dentistry, International Medical University, Kuala Lumpur, Malaysia
| | - Asfand Ali Khan
- Faculty of Dentistry, Shifa College of Dentistry, Shifa Tameer-e-Millat University, Islamabad, Pakistan
| | - Ayesha Shaziya Jubapu
- Faculty of Dentistry, SEGi University, Jalan Teknologi, Petaling Jaya, Selangor, Malaysia
| | - Ahmad Termizi
- Faculty of Dentistry, SEGi University, Jalan Teknologi, Petaling Jaya, Selangor, Malaysia
| |
Collapse
|
8
|
Ma L, Lai H, Zhao W. Evaluating the Effectiveness of a Virtual Simulation Platform for Apexification Learning. Dent J (Basel) 2024; 12:27. [PMID: 38392231 PMCID: PMC10887995 DOI: 10.3390/dj12020027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2023] [Revised: 01/17/2024] [Accepted: 01/19/2024] [Indexed: 02/24/2024] Open
Abstract
The traditional teaching methods for apexification face difficulties in meeting dental students' practical training needs. Herein, we aimed to find optimal techniques of learning apexification and to evaluate whether a virtual simulation platform for apexification learning was effective. A virtual simulation learning platform for apexification was developed. Ninety-nine 4th-year dentistry students were classified randomly into the control group (Con, receiving conventional teaching) and the experimental group (Exp, receiving virtual simulation teaching). Theoretical tests before (test 1) and after the virtual simulation training (test 2) assessed the effect of learning. In the Exp group, a questionnaire was used to assess student understanding of the virtual simulation platform. In the Exp group, the test-2 scores were significantly better compared those in the Con group (p < 0.001). Furthermore, in the Exp group, the test-2 scores exceeded those of test 1 (p < 0.001). Feedback using the questionnaire covered the evaluation of the Exp group for the virtual reality platform and offered useful suggestions. Applying the virtual simulation learning platform had positive effects on improving learning quality related to apexification.
Collapse
Affiliation(s)
- Lan Ma
- Department of Pediatric Dentistry, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-Sen University, Guangzhou 510275, China
| | - Hongbin Lai
- Department of Pediatric Dentistry, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-Sen University, Guangzhou 510275, China
| | - Wei Zhao
- Department of Pediatric Dentistry, Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-Sen University, Guangzhou 510275, China
| |
Collapse
|
9
|
Foxton R, San Diego JP, Lu E, Rajadurai S, Bartlett A, McIlwane C, Austin R, Srisontisuk P, Sagoo AK, Piper K. Scaffolding competence-based learning design in the dental simulation curriculum. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023. [PMID: 38147462 DOI: 10.1111/eje.12985] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Revised: 10/10/2023] [Accepted: 11/21/2023] [Indexed: 12/28/2023]
Abstract
INTRODUCTION Learning in a clinical domain in dentistry is complex and learners may face uncertain clinical scenarios. A simulation curriculum can be designed to have simple clinical scenarios and learning activities which progress in complexity and employ competence assessments of simulated clinical practice before students can undertake authentic practice on patients. This paper presents how scaffolding of competence can be used for designing learning with simulators (haptics and phantom head) demonstrated in a specific domain in restorative dentistry. METHODS A collaborative workshop as a research approach was undertaken to inform the iterative analysis, development, and discussion on scaffolding the learning design with respect to competence assessments of learning cavity preparation with simulation-based learning technologies. A workshop was conducted, which was collaborative and involved design negotiations between researchers, technologists, and teachers/practitioners in developing the simulation curriculum. RESULTS A competence assessment with feedback in a specific domain in preparing interproximal caries was used as a context to describe how the learning activities and outcomes were designed to meet assessment of competence with varied levels of simple to complex learning activities and structured sessions. CONCLUSION Simulation curriculum can be designed and implemented by scaffolding the level of competence that can be learned using simulation between haptics and phantom-head. This brings impetus to the need in meeting the relevant competence criteria in context to a specific affordance of the simulation-based learning technologies to provide optimal patient-centred holistic care.
Collapse
Affiliation(s)
- Richard Foxton
- Centre for Dental Education, Faculty of Dentistry, Oral & Craniofacial Sciences, King's College London, London, UK
| | - Jonathan P San Diego
- Centre for Dental Education, Faculty of Dentistry, Oral & Craniofacial Sciences, King's College London, London, UK
| | - Emily Lu
- Centre for Dental Education, Faculty of Dentistry, Oral & Craniofacial Sciences, King's College London, London, UK
| | - Susha Rajadurai
- Centre for Dental Education, Faculty of Dentistry, Oral & Craniofacial Sciences, King's College London, London, UK
| | - Anitha Bartlett
- Centre for Dental Education, Faculty of Dentistry, Oral & Craniofacial Sciences, King's College London, London, UK
| | - Clare McIlwane
- Centre for Dental Education, Faculty of Dentistry, Oral & Craniofacial Sciences, King's College London, London, UK
| | - Rupert Austin
- Centre for Dental Education, Faculty of Dentistry, Oral & Craniofacial Sciences, King's College London, London, UK
| | - Pinsuda Srisontisuk
- Centre for Dental Education, Faculty of Dentistry, Oral & Craniofacial Sciences, King's College London, London, UK
| | - Anika K Sagoo
- Centre for Dental Education, Faculty of Dentistry, Oral & Craniofacial Sciences, King's College London, London, UK
| | - Kim Piper
- Centre for Dental Education, Faculty of Dentistry, Oral & Craniofacial Sciences, King's College London, London, UK
| |
Collapse
|
10
|
Daud A, Matoug-Elwerfelli M, Daas H, Zahra D, Ali K. Enhancing learning experiences in pre-clinical restorative dentistry: the impact of virtual reality haptic simulators. BMC MEDICAL EDUCATION 2023; 23:948. [PMID: 38087290 PMCID: PMC10717008 DOI: 10.1186/s12909-023-04904-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/01/2023] [Accepted: 11/24/2023] [Indexed: 12/18/2023]
Abstract
BACKGROUND Utilization of Virtual Reality haptic simulation (VRHS) to aid in the training of various pre-clinical skills is of recent interest. The aim of this study was to evaluate the impact of VRHS in restorative dentistry on the learning experiences and perceptions of dental students. METHODS An interventional study design was utilized to recruit third year students. All participants provided informed consents and were randomly divided into two groups. Group 1: Initially performed a Class I cavity preparation with the VRHS, followed by the same exercise using the phantom head/ acrylic typodont teeth in a conventional simulation environment (CSE). Group 2: Initially performed Class I preparations in a CSE, followed by the same exercise using VRHS. Both groups performed the exercises on a lower right first molar. To understand students' perception, an online questionnaire was circulated. Data analysis involved Chi-square tests, independent t-tests and Mann-Whitney U-tests using the R statistical environment package. RESULTS A total of 23 dental students participated in this study. Although student's perceptions were similar in both groups, a strong agreement that VRHS training might be used to supplement standard pre-clinical training was noted. Advancements to the VRHS hardware and software are required to bridge the gap and provide a smooth transition to clinics. CONCLUSION Novice dental students generally perceived VRHS as a useful tool for enhancing their manual dexterity. Dental institutions should endorse virtual reality technology with caution, ensuring a planned integration into the curriculum to optimize benefit. Feedback is pivotal to effective learning in simulation-based education, and the triangulation of feedback could serve as a powerful aid to maximize the learning experience.
Collapse
Affiliation(s)
- Alaa Daud
- Restorative Dentistry, College of Dental Medicine, QU Health, Qatar University, Doha, Qatar.
| | | | - Hanin Daas
- Dental Laboratories, College of Dental Medicine, QU Health, Qatar University, Doha, Qatar
| | - Daniel Zahra
- Assessment and Psychometrics, University of Plymouth, Peninsula Medical School, Faculty of Health, Plymouth, UK
| | - Kamran Ali
- Oral Surgery, Associate Dean Academic Affairs, College of Dental Medicine, QU Health, Qatar University, Doha, Qatar
| |
Collapse
|
11
|
Uzun D, de Sousa T, Görl S, Brandt S, Giraki M, Petsos H, Blauhut T, Heitkamp S, Begic A, Obreja K, Sayahpour B, Bühling S, Plein N, Möltner A, Gerhardt-Szép S, Zahn T. [ZApprO versus ZÄPrO: results of a first comparative study]. Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz 2023; 66:1397-1408. [PMID: 37864053 PMCID: PMC10667395 DOI: 10.1007/s00103-023-03788-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Accepted: 09/27/2023] [Indexed: 10/22/2023]
Abstract
BACKGROUND More than 60 years after the enactment of the first Licensing Regulations for Dentists (ZÄPrO), a new Licensing Regulations for Dentists, the ZApprO, was implemented in 2020. The aims of this study were to evaluate and compare the "Course in Technical Propaedeutics" (TPK) with the course "Dental Propaedeutics with a Focus on Dental Technology" (ZPDT), which are based on different legal foundations. METHODS The following parameters were compared after completion of the courses: (1) theoretical and practical knowledge, (2) regular department-internal learner evaluation, and (3) special evaluation of learning conditions by the learners and (4) by the instructors. The theoretical and practical exams and the questionnaires were analyzed in terms of their test-statistical characteristics (difficulty, discrimination index, internal consistency). Group comparisons between TPK and ZPDT were conducted using t‑tests for independent groups. RESULTS Significant differences were only detected in the students' evaluation of their learning conditions, with theoretical and practical knowledge transfer being rated lower in the TPK than in the ZPDT. DISCUSSION The comparable results of the knowledge assessments and the regular learner evaluation, triangulated with the comprehensive learner and instructor evaluation, allowed a broad assessment of both courses. The significant differences identified provide opportunities for optimization of the newly implemented ZPDT course.
Collapse
Affiliation(s)
- Deniz Uzun
- Poliklinik für Zahnerhaltung, Zentrum der Zahn‑, Mund- und Kieferheilkunde (ZZMK, Carolinum), Goethe-Universität Frankfurt, Theodor-Stern-Kai 7 (Haus 29), 60596, Frankfurt am Main, Deutschland.
| | - Theresa de Sousa
- Poliklinik für Zahnärztliche Prothetik, Zentrum der Zahn‑, Mund- und Kieferheilkunde (ZZMK, Carolinum), Goethe-Universität Frankfurt, Frankfurt am Main, Deutschland
| | - Steffani Görl
- Poliklinik für Zahnärztliche Prothetik, Zentrum der Zahn‑, Mund- und Kieferheilkunde (ZZMK, Carolinum), Goethe-Universität Frankfurt, Frankfurt am Main, Deutschland
| | - Silvia Brandt
- Poliklinik für Zahnärztliche Prothetik, Zentrum der Zahn‑, Mund- und Kieferheilkunde (ZZMK, Carolinum), Goethe-Universität Frankfurt, Frankfurt am Main, Deutschland
| | - Maria Giraki
- Poliklinik für Zahnerhaltung, Zentrum der Zahn‑, Mund- und Kieferheilkunde (ZZMK, Carolinum), Goethe-Universität Frankfurt, Theodor-Stern-Kai 7 (Haus 29), 60596, Frankfurt am Main, Deutschland
| | - Hari Petsos
- Poliklinik für Parodontologie, Zentrum der Zahn‑, Mund- und Kieferheilkunde (ZZMK, Carolinum), Goethe-Universität Frankfurt, Frankfurt am Main, Deutschland
| | - Thorsten Blauhut
- Poliklinik für Zahnerhaltung, Zentrum der Zahn‑, Mund- und Kieferheilkunde (ZZMK, Carolinum), Goethe-Universität Frankfurt, Theodor-Stern-Kai 7 (Haus 29), 60596, Frankfurt am Main, Deutschland
| | - Stefan Heitkamp
- Poliklinik für Zahnerhaltung, Zentrum der Zahn‑, Mund- und Kieferheilkunde (ZZMK, Carolinum), Goethe-Universität Frankfurt, Theodor-Stern-Kai 7 (Haus 29), 60596, Frankfurt am Main, Deutschland
| | - Amira Begic
- Poliklinik für Zahnärztliche Chirurgie und Implantologie, Zentrum der Zahn‑, Mund- und Kieferheilkunde (ZZMK, Carolinum), Goethe-Universität Frankfurt, Frankfurt am Main, Deutschland
| | - Karina Obreja
- Poliklinik für Zahnärztliche Chirurgie und Implantologie, Zentrum der Zahn‑, Mund- und Kieferheilkunde (ZZMK, Carolinum), Goethe-Universität Frankfurt, Frankfurt am Main, Deutschland
| | - Babak Sayahpour
- Poliklinik für Kieferorthopädie, Zentrum der Zahn‑, Mund- und Kieferheilkunde (ZZMK, Carolinum), Goethe-Universität Frankfurt, Frankfurt am Main, Deutschland
| | - Sarah Bühling
- Poliklinik für Kieferorthopädie, Zentrum der Zahn‑, Mund- und Kieferheilkunde (ZZMK, Carolinum), Goethe-Universität Frankfurt, Frankfurt am Main, Deutschland
| | - Nicolas Plein
- Poliklinik für Kieferorthopädie, Zentrum der Zahn‑, Mund- und Kieferheilkunde (ZZMK, Carolinum), Goethe-Universität Frankfurt, Frankfurt am Main, Deutschland
| | - Andreas Möltner
- Qualitätsmanagement Lehre, Qualitätssicherung Prüfungen, Medizinische Fakultät Heidelberg, Heidelberg, Deutschland
| | - Susanne Gerhardt-Szép
- Poliklinik für Zahnerhaltung, Zentrum der Zahn‑, Mund- und Kieferheilkunde (ZZMK, Carolinum), Goethe-Universität Frankfurt, Theodor-Stern-Kai 7 (Haus 29), 60596, Frankfurt am Main, Deutschland
| | - Tuğba Zahn
- Poliklinik für Zahnärztliche Prothetik, Zentrum der Zahn‑, Mund- und Kieferheilkunde (ZZMK, Carolinum), Goethe-Universität Frankfurt, Frankfurt am Main, Deutschland
| |
Collapse
|
12
|
Serrano CM, Bakker DR, Zamani M, de Boer IR, Koopman P, Wesselink PR, Berkhout E, Vervoorn JM. Virtual reality and haptics in dental education: Implementation progress and lessons learned after a decade. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:833-840. [PMID: 36367342 DOI: 10.1111/eje.12873] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Revised: 09/16/2022] [Accepted: 10/23/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION The search for alternative training environments in dentistry responded mainly to scarcity and lack of standardisation of training material and non-availability of specific clinical procedures. The development of haptic virtual reality (VR) dental trainers provides a platform where irreversible procedures can be safely and unlimitedly practised. The aim of this study was to assess the educational implementation of these devices and evaluate schools' satisfaction. METHODS Dental schools that were using haptic VR dental trainers, were approached. The Dental Trainer User Inventory (DTUI), addressing the educational implementation and users' satisfaction, was developed and distributed. RESULTS Twenty-seven schools completed the DTUI. The total number of VR dental trainers available varied from one to 42 devices with a mean of 7 devices. The dental trainer was mostly made available from the first year (63.0%) of the undergraduate program, but it was mostly integrated into the curriculum by the third year (70.4%). Curricular integration was reported by 18 schools (66.7%), while nine schools (33.3%) indicated that they had not yet achieved integration. Twenty-one schools (69.4%) were 'satisfied' or 'very satisfied' with the devices, while two schools (7.4%) were dissatisfied and six schools (22.2%) were neither satisfied nor dissatisfied. CONCLUSION VR haptic dental trainers are implemented in multiple dental programs and are also being used for educational research and clinical training. Even though curricular changes and teachers' acceptance remain a challenge, most schools are satisfied with VR haptic dental trainers and would recommend the device to other schools.
Collapse
Affiliation(s)
- Carlos M Serrano
- Digital Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
- Integrated Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
| | - Dirk R Bakker
- Digital Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
- Integrated Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
| | - Masie Zamani
- Digital Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
| | - Ilse R de Boer
- Digital Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
| | - Pepijn Koopman
- Digital Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
| | - Paul R Wesselink
- Faculty of Dentistry, University of Amsterdam (UvA), Amsterdam, Netherlands
| | - Erwin Berkhout
- Digital Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
| | - Johanna M Vervoorn
- Digital Dentistry, Academisch Centrum Tandheelkunde Amsterdam, Amsterdam, Netherlands
| |
Collapse
|
13
|
Slaidina A, Ozolins K, Berzina S, Abeltins A. Patient-specific virtual simulation in the clinical training for prosthetic dentistry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023. [PMID: 37635419 DOI: 10.1111/eje.12949] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Revised: 06/02/2023] [Accepted: 07/30/2023] [Indexed: 08/29/2023]
Abstract
INTRODUCTION Dental education always involves live patient treatment, and clinical training for each patient is different for students. Using an intraoral scanner and Simodont Dental Trainer, we can provide students with an opportunity to train on actual patient cases in a virtual environment before real preparation. This study aimed to develop, implement and test patient-specific virtual simulation training in prosthetic dentistry curriculum. MATERIALS AND METHODS Before the actual preparation, the students' patients were scanned using 3Shape intraoral scanner. Thereafter, the .stl file was uploaded to Simodont Dental Trainer (Nissin dental products) where all the scanned teeth were prepared virtually. The 'prepared' .stl file was downloaded and submitted to the teacher. Instruction manuals for virtual simulation patient-specific tasks were provided. The students were asked to voluntarily complete the survey, at the end of the course. RESULTS Forty-two 4th year students from the Faculty of Dentistry performed a patient-specific virtual simulation training task and completed a survey. The created training materials served as guidelines for students to perform all the steps on their own without teacher assistance, except in the final step, where the teacher evaluated the digital preparation. Students appreciated the amount of information provided regarding the technologies used and patient-specific tasks. Students admitted that the patient-specific task was more interesting than standard tasks. However, they were not satisfied with the technical performance of Simodont Dental Trainer or the reflection of reality. CONCLUSION Patient-specific virtual simulation can be accepted by students for training before actual teeth preparation in the clinic. However, technical improvements are required in this regard.
Collapse
Affiliation(s)
- Anda Slaidina
- Department of Prosthodontics, Riga Stradins University, Riga, Latvia
- Riga Stradins University Institute of Stomatology, Riga, Latvia
| | - Karlis Ozolins
- Department of Prosthodontics, Riga Stradins University, Riga, Latvia
- Riga Stradins University Institute of Stomatology, Riga, Latvia
| | - Sandra Berzina
- Riga Stradins University Institute of Stomatology, Riga, Latvia
- Department of Conservative Dentistry and Oral Health, Riga Stradins University, Riga, Latvia
| | - Andris Abeltins
- Riga Stradins University Institute of Stomatology, Riga, Latvia
- Department of Orthodontics, Riga Stradins University, Riga, Latvia
| |
Collapse
|
14
|
Kim YK, Kim JH, Jeong Y, Yun MJ, Lee H. Comparison of digital and conventional assessment methods for a single tooth preparation and educational satisfaction. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:262-270. [PMID: 35384190 DOI: 10.1111/eje.12799] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 02/14/2022] [Accepted: 03/08/2022] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Digital feedback for tooth preparation can provide dental practitioners with more objective and accurate evaluations compared to conventional methods. This study aimed to evaluate the educational effect and satisfaction of digital feedback compared with those of the conventional putty index method for tooth preparation. MATERIAL AND METHODS Forty-eight third-grade dental students were selected. All students performed a full-coverage preparation on a right mandibular first molar resin tooth. They were randomly divided into four groups (n = 12)-no guide (control), putty index, digital feedback, and digital and putty index assessment. Three-dimensional analysis was performed using an analysis software (GomInspect 2018, Gom) to evaluate the amount of tooth structure removed. At the end of the practice, the students completed a questionnaire to evaluate the educational satisfaction of the respective methods. RESULTS There was no statistical significance of the amount of preparation amongst groups in most of the measured areas only except for several specific points. Overall occlusal surface showed 0.99 ± 0.27 mm in the N group (no guide) and 1.15 ± 0.31 mm in the D group (digital feedback), and overall axial surface showed no statistical differences (p > .05). The groups that used digital assessment showed a high level of satisfaction compared with conventional assessment. CONCLUSIONS It was difficult to confirm that the digital-based feedback promotes accurate tooth preparation compared to conventional feedback within the limitation of this study. However, it improved educational satisfaction and permitted objective evaluation.
Collapse
Affiliation(s)
- Yeong-Kyu Kim
- Department of Prosthodontics, School of Dentistry, Pusan National University, Yangsan, South Korea
| | - Jae-Hoon Kim
- Department of Dental Education, Dental and Life Science Institute, School of Dentistry, Pusan National University, Dental Research Institute, Yangsan, South Korea
| | - Yuwon Jeong
- Oral Research Science Center, Department of Prosthodontics, Yonsei University College of Dentistry, Seoul, South Korea
| | - Mi-Jung Yun
- Department of Prosthodontics, Dental and Life Science Institute, School of Dentistry, Pusan National University, Dental Research Institute, Yangsan, South Korea
| | - Hyeonjong Lee
- Department of Prosthodontics, Yonsei University College of Dentistry, Seoul, South Korea
| |
Collapse
|
15
|
Tadinada A, Gul G, Godwin L, Al Sakka Y, Crain G, Stanford CM, Johnson J. Utilizing an organizational development framework as a road map for creating a technology-driven agile curriculum in predoctoral dental education. J Dent Educ 2023; 87:394-400. [PMID: 36398612 DOI: 10.1002/jdd.13131] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2022] [Revised: 09/15/2022] [Accepted: 10/16/2022] [Indexed: 11/19/2022]
Abstract
The landscape of dental education is undergoing a paradigm shift from both the learner's and teacher's perspectives. Evolving technologies, including artificial intelligence, virtual reality, augmented reality, and mixed reality, are providing synergistic opportunities to create new and exciting educational platforms. The evolution of these platforms will likely play a significant role in dental education. This is especially true in the wake of calamities like the COVID-19 pandemic during which educational activities had to be shutdown or moved online. This experience demonstrated that it is prudent to develop curricula that are both agile and efficient via creating hybrid courses that provide effective learning experiences regardless of the mode of delivery. Although there is growing interest in incorporating technology into dental education, there are few examples of how to actually manage the implementation of technology into the curriculum. In this paper, we provide a road map for incorporating technology into the dental curriculum to create agility and discuss challenges and possible solutions.
Collapse
Affiliation(s)
- Aditya Tadinada
- Division of Oral and Maxillofacial Radiology, University of Connecticut Health Center, Farmington, Connecticut, USA
| | - Gulsun Gul
- Division of Medically Complex Patient Management, Department of Comprehensive Care, Tufts University School of Dental Medicine, Boston, Massachusetts, USA
| | - Lauren Godwin
- Department of Restorative Dentistry, West Virginia University School of Dentistry, Morgantown, West Virginia, USA
| | | | - Geralyn Crain
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, USA
| | | | - Jeffrey Johnson
- Department of Pediatric Dentistry, Louisiana State University School of Dentistry, New Orleans, Louisiana, USA
| |
Collapse
|
16
|
Preclinical dental students self-assessment of an improved operative dentistry virtual reality simulator with haptic feedback. Sci Rep 2023; 13:2823. [PMID: 36801901 PMCID: PMC9936106 DOI: 10.1038/s41598-023-29537-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Accepted: 02/06/2023] [Indexed: 02/19/2023] Open
Abstract
To test and evaluate the second installment of DENTIFY, a virtual reality haptic simulator for Operative Dentistry (OD), on preclinical dental students, by focusing on user performance and self-assessment. Twenty voluntary unpaid preclinical dental students, with different background experience, were enrolled for this study. After the completion of an informed consent, a demographic questionnaire, and being introduced to the prototype (on the first testing session), three testing sessions followed (S1, S2, S3). Each session involved the following steps: (I) free experimentation; (II) task execution; S3 also included (III) completion of questionnaires associated with the experiment (total of 8 Self-Assessment Questions (SAQ)); and (IV) guided interview. As expected, drill time decreased steadily for all tasks when increasing prototype use, verified by RM ANOVA. Regarding performance metrics (Comparisons by Student's t-test and ANOVA) recorded at S3, in overall, a higher performance was verified for participants with the following characteristics: female, non-gamer, no previous VR experience and with over 2 semesters of previous experience of working on phantom models. The correlation between the participants' performance (drill time), for the four tasks, and user self-assessment evaluation, verified by Spearman's rho analysis, allowed to conclude that a higher performance was observed in students who responded that DENTIFY improved their self perception of manual force applied. Regarding the questionnaires, Spearman's rho analysis showed a positive correlation between the improvement DENTIFY inputs on conventional teaching sensed by students, also enhancing their interest in learning OD, their desire to have more simulator hours and the improvement sensed on manual dexterity. All participating students adhered well to the DENTIFY experimentation. DENTIFY allows for student self-assessment and contributes to improving student performance. Simulators with VR and haptic pens for teaching in OD should be designed as a consistent and gradual teaching strategy, allowing multiplicity of simulated scenarios, bimanual manipulation, and the possibility of real-time feedback to allow for the student's immediate self-assessment. Additionally, they should create performance reports per student to ensure self-perception/criticism of their evolution over longer periods of learning time.
Collapse
|
17
|
Iosif L, Țâncu AMC, Didilescu AC, Imre M, Pițuru SM, Ionescu E, Jinga V. Perceptions and Expectations of Academic Staff in Bucharest towards the COVID-19 Pandemic Impact on Dental Education. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20031782. [PMID: 36767150 PMCID: PMC9914722 DOI: 10.3390/ijerph20031782] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Revised: 01/15/2023] [Accepted: 01/16/2023] [Indexed: 05/27/2023]
Abstract
Dental education was severely challenged by the COVID-19 pandemic worldwide. The evaluation of the viewpoint of the dental teachers of the Faculty of Dentistry at "Carol Davila" University of Medicine and Pharmacy in Bucharest, Romania, on these exceptional circumstances' consequences was the objective of this paper. A cross-sectional study was conducted in April 2022, on the academic staff who reported their perceptions of the emotional and educational impact of the pandemic by completing a Google Forms questionnaire. Although a significant emotional impact of the pandemic was reported by over a third of the participants (31.2%), most of them being teachers of fifth-year dental students (p = 0.019), the perceived stress had an impact on the teaching performance in few of them (14%), the quality of sleep remaining unaffected in most of them (53.7%), whereas the level of anxiety was low (57%). An educational impact regarding the techno difficulties during the online transition was mentioned by few respondents (16.1%), with male teaching staff facing the fewest problems (p = 0.024), as well as low levels of difficulties in transmitting academic information (11.9), with men also being the most unaffected (p = 0.006). More than half of the participants (59.1%) rather see digital and/or virtual education during the pandemic as having adverse effects on the educational system, the most sceptical being teachers of the fifth (p = 0.001) and sixth years (p = 0.001). The COVID-19 pandemic affected the academic staff of the Faculty of Dentistry at "Carol Davila" University of Medicine and Pharmacy in Bucharest, Romania, not only at a personal level but also at a professional, pedagogical one, due to the introduction of the online teaching system followed by the hybrid one. Age group, gender, and teaching year differentiated the degree of emotional and educational impairment.
Collapse
Affiliation(s)
- Laura Iosif
- Department of Prosthodontics, Faculty of Dentistry, Carol Davila University of Medicine and Pharmacy, 17-21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania
| | - Ana Maria Cristina Țâncu
- Department of Prosthodontics, Faculty of Dentistry, Carol Davila University of Medicine and Pharmacy, 17-21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania
| | - Andreea Cristiana Didilescu
- Department of Embryology, Faculty of Dentistry, Carol Davila University of Medicine and Pharmacy, 17-21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania
| | - Marina Imre
- Department of Prosthodontics, Faculty of Dentistry, Carol Davila University of Medicine and Pharmacy, 17-21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania
| | - Silviu Mirel Pițuru
- Department of Professional Organization and Medical Legislation-Malpractice, Faculty of Dentistry, Carol Davila University of Medicine and Pharmacy, 17-21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania
| | - Ecaterina Ionescu
- Department of Orthodontics and Dento-Facial Orthopedics, Faculty of Dentistry, Carol Davila University of Medicine and Pharmacy, 17-21 Calea Plevnei Street, Sector 1, 010221 Bucharest, Romania
| | - Viorel Jinga
- Department of Urology, “Prof. Dr. Theodor Burghele” Clinical Hospital, Faculty of Medicine, Carol Davila University of Medicine and Pharmacy, Șoseaua Panduri 20, Sector 5, 050653 Bucharest, Romania
| |
Collapse
|
18
|
Petre AE, Pantea M, Drafta S, Imre M, Țâncu AMC, Liciu EM, Didilescu AC, Pițuru SM. Modular Digital and 3D-Printed Dental Models with Applicability in Dental Education. MEDICINA (KAUNAS, LITHUANIA) 2023; 59:medicina59010116. [PMID: 36676740 PMCID: PMC9861456 DOI: 10.3390/medicina59010116] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Revised: 12/20/2022] [Accepted: 12/30/2022] [Indexed: 01/09/2023]
Abstract
Background and Objectives: The ever more complex modern dental education requires permanent adaptation to expanding medical knowledge and new advancements in digital technologies as well as intensification of interdisciplinary collaboration. Our study presents a newly developed computerized method allowing virtual case simulation on modular digital dental models and 3D-printing of the obtained digital models; additionally, undergraduate dental students' opinion on the advanced method is investigated in this paper. Materials and Methods: Based on the digitalization of didactic dental models, the proposed method generates modular digital dental models that can be easily converted into different types of partial edentulism scenarios, thus allowing the development of a digital library. Three-dimensionally printed simulated dental models can subsequently be manufactured based on the previously obtained digital models. The opinion of a group of undergraduate dental students (n = 205) on the proposed method was assessed via a questionnaire, administered as a Google form, sent via email. Results: The modular digital models allow students to perform repeated virtual simulations of any possible partial edentulism cases, to project 3D virtual treatment plans and to observe the subtle differences between diverse teeth preparations; the resulting 3D-printed models could be used in students' practical training. The proposed method received positive feedback from the undergraduate students. Conclusions: The advanced method is adequate for dental students' training, enabling the gradual design of modular digital dental models with partial edentulism, from simple to complex cases, and the hands-on training on corresponding 3D-printed dental models.
Collapse
Affiliation(s)
- Alexandru Eugen Petre
- Department of Prosthodontics, Faculty of Dentistry, “Carol Davila” University of Medicine and Pharmacy, 17–23 Calea Plevnei, 010221 Bucharest, Romania
| | - Mihaela Pantea
- Department of Prosthodontics, Faculty of Dentistry, “Carol Davila” University of Medicine and Pharmacy, 17–23 Calea Plevnei, 010221 Bucharest, Romania
- Correspondence: (M.P.); (S.D.); Tel.: +40-722-387-969 (M.P.); +40-722-657-800 (S.D.)
| | - Sergiu Drafta
- Department of Prosthodontics, Faculty of Dentistry, “Carol Davila” University of Medicine and Pharmacy, 17–23 Calea Plevnei, 010221 Bucharest, Romania
- Correspondence: (M.P.); (S.D.); Tel.: +40-722-387-969 (M.P.); +40-722-657-800 (S.D.)
| | - Marina Imre
- Department of Prosthodontics, Faculty of Dentistry, “Carol Davila” University of Medicine and Pharmacy, 17–23 Calea Plevnei, 010221 Bucharest, Romania
| | - Ana Maria Cristina Țâncu
- Department of Prosthodontics, Faculty of Dentistry, “Carol Davila” University of Medicine and Pharmacy, 17–23 Calea Plevnei, 010221 Bucharest, Romania
| | - Eduard M. Liciu
- Coordinator of the 3D Printing Department, Center for Innovation and e-Health (CieH), “Carol Davila” University of Medicine and Pharmacy, 20 Pitar Mos Str., 010454 Bucharest, Romania
| | - Andreea Cristiana Didilescu
- Department of Embryology, Faculty of Dentistry, “Carol Davila” University of Medicine and Pharmacy, 8 Eroii Sanitari Boulevard, 050474 Bucharest, Romania
| | - Silviu Mirel Pițuru
- Department of Professional Organization and Medical Legislation-Malpractice, Faculty of Dentistry, “Carol Davila” University of Medicine and Pharmacy, 020021 Bucharest, Romania
| |
Collapse
|
19
|
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.
Collapse
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
| |
Collapse
|
20
|
Sheng J, Zhang C, Gao Z, Yan Y, Meng Y, Ren S, Liu B, Zhang B. Virtual versus jaw simulation in inlay preparation preclinical teaching: a randomised controlled trial. BMC MEDICAL EDUCATION 2022; 22:841. [PMID: 36471301 PMCID: PMC9724348 DOI: 10.1186/s12909-022-03930-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2022] [Accepted: 11/29/2022] [Indexed: 05/23/2023]
Abstract
BACKGROUND To investigate the effect of virtual simulation systems on the teaching of inlay experiments and to guide the experimental teaching of tooth preparation. METHODS Participants in their second semester of the junior year were selected to carry out the unified teaching and evaluation of dental preparation theory. The age varied from 18 to 22 years (19.96 ± 0.70) and the participants were randomly divided into four groups (n = 19) with a similar male-to-female ratio following CONSORT guidelines, including a jaw simulation model training group (Group J), a virtual simulation system training group (Group V), a jaw model training first followed by a virtual system training group (Group J-V), and a virtual system followed by a jaw model training group (Group V-J). The inlay tooth preparation assessment was performed on the extracted teeth. The data were analysed according to the assessment scores by a senior clinician. The subjective feelings of the students towards the system were evaluated using questionnaires. RESULTS The second theoretical scores of Group V-J (63.5 ± 2.89) and Group J-V (60.5 ± 3.25) were higher than those of Group V (57.5 ± 3.13) and Group J (58.0 ± 3.67). The experimental scores of Groups J-V and V-J (62.79 ± 2.84; 64.00 ± 2.85) were higher than those of Groups V and J (56.05 ± 3.39; 55.74 ± 2.53). The questionnaire survey illustrated that most students preferred the digital virtual simulation system (perfect assessment: 91.3%, accuracy: 82.6%, satisfaction: 52.2%). CONCLUSION Virtual simulation training can facilitate the teaching effect of tooth preparation in inlay experiments, and the teaching mode of Group V-J was the best. Therefore, this teaching mode is to be popularised.
Collapse
Affiliation(s)
- Jie Sheng
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Congdi Zhang
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Zhengkun Gao
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Yimin Yan
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Yucheng Meng
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Shiqi Ren
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Bin Liu
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
- Hospital of Stomatology, Lanzhou University, Lanzhou, 730000, China
- Gansu Province Key Lab of Maxillofacial Reconstruction and Intelligent Manufacturing, Lanzhou, 730000, China
- Gansu Province Clinical Research Center for Oral Diseases, Lanzhou, 730000, China
| | - Baoping Zhang
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
- Hospital of Stomatology, Lanzhou University, Lanzhou, 730000, China
- Gansu Province Key Lab of Maxillofacial Reconstruction and Intelligent Manufacturing, Lanzhou, 730000, China
- Gansu Province Clinical Research Center for Oral Diseases, Lanzhou, 730000, China
| |
Collapse
|
21
|
Urbankova A, Palomo L, Engebretson SP. A complex haptic exercise to predict pre-clinic operative dentistry performance: A prospective study. J Dent Educ 2022; 86:1628-1633. [PMID: 36048614 DOI: 10.1002/jdd.13082] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Revised: 06/17/2022] [Accepted: 07/23/2022] [Indexed: 12/14/2022]
Abstract
PURPOSE/OBJECTIVES The purpose of this study was to determine whether performance on a complex manual dexterity haptic test was associated with preclinical operative dentistry practical examination scores in handpiece naïve students. METHODS Thirty-nine first-year pre-clinical operative dentistry students completed a 15-min complex manual dexterity exercise "D-circle" repeated eight times in succession before the beginning of the preclinical operative dentistry course. A composite haptic score was compared with students' subsequent preclinical operative examination performance and perceptual ability test scores. RESULTS Mean accuracy scores on the haptic test increased, and failures decreased across the eight repetitions. Thirty students were successful at least twice in eight attempts, while nine failed all or all but one attempt. The group that failed all or all but one had lower mean scores on the first practical examination (Exam 1) (78.4 vs. 82.2, p = 0.23 Student's t-test), and 7.0 odds of failing the examination (confidence interval 0.95-51.4, p = 0.06). As a diagnostic predictor of pre-clinical operative dentistry performance, failing all, or all but one attempt at the haptic test had 60% sensitivity and 82% specificity as a predictor of failure on Exam 1. This resulted in correct classification of 79%. CONCLUSIONS These data provide evidence for the first time that a complex manual dexterity test on a haptic simulator given to dental students was predictive of early pre-clinical success. These prospective results confirm previous retrospective studies and if replicated in larger cohorts may lead to improvements in the dental school admissions process.
Collapse
Affiliation(s)
- Alice Urbankova
- Department of General Dentistry, Stony Brook University, School of Dental Medicine, Stony Brook, New York, USA
| | - Leena Palomo
- Department of Periodontology and Implant Dentistry, New York University, College of Dentistry, New York, New York, USA
| | - Steven P Engebretson
- Department of Periodontology and Implant Dentistry, New York University, College of Dentistry, New York, New York, USA
| |
Collapse
|
22
|
Ziane-Casenave S, Mauroux M, Devillard R, Kérourédan O. Influence of practical and clinical experience on dexterity performance measured using haptic virtual reality simulator. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:838-848. [PMID: 34990073 DOI: 10.1111/eje.12767] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Revised: 12/15/2021] [Accepted: 12/23/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Development of dexterity, hand-eye coordination and self-assessment are essential during the preclinical training of dental students. To meet this requirement, dental simulators have been developed combining virtual reality with a force feedback haptic interface. The aim of this study was to assess the capability of the VirTeaSy© haptic simulator to discriminate between users with different levels of practical and clinical experience. MATERIALS AND METHODS Fifty-six volunteers divided into five groups (non-dentists, 1st/3rd/final-year dental students, recent graduates) had three attempts to prepare an occlusal amalgam cavity using the simulator. Percentages of volumes prepared inside (%IV) and outside (%OV) the required cavity, skill index and progression rate, referring to the evolution of skill index between trials 1 and 3, were assessed. The dental students and recent graduates completed a questionnaire to gather their opinions about their first hands-on experience with a haptic simulator. RESULTS The results showed no significant difference between the groups at the first attempt. Following the third attempt, the skill index was improved significantly. Analysis of progression rates, characterised by large standard deviations, did not reveal significant differences between groups. The third attempt showed significant differences in skill index and %IV between 1st-year undergraduate dental students and both non-dentists and recent dental graduates. The questionnaire indicated a tendency for dental operators to consider the simulator as a complement to their learning and not a substitute for traditional methods. CONCLUSION This study did not show the ability of a basic aptitude test on VirTeaSy© haptic simulator to discriminate between users of different levels of expertise. Optimisations must be considered in order to make simulation-based assessment clinically relevant.
Collapse
Affiliation(s)
- Sophia Ziane-Casenave
- UFR des Sciences Odontologiques, Université de Bordeaux, Bordeaux, France
- UMR 1026 BioTis INSERM, Université de Bordeaux, Bordeaux, France
| | - Marthe Mauroux
- UFR des Sciences Odontologiques, Université de Bordeaux, Bordeaux, France
| | - Raphaël Devillard
- UFR des Sciences Odontologiques, Université de Bordeaux, Bordeaux, France
- UMR 1026 BioTis INSERM, Université de Bordeaux, Bordeaux, France
| | - Olivia Kérourédan
- UFR des Sciences Odontologiques, Université de Bordeaux, Bordeaux, France
- UMR 1026 BioTis INSERM, Université de Bordeaux, Bordeaux, France
| |
Collapse
|
23
|
Maret D, Barrere S, Ros M, Geeraerts T. Clinical gesture in dental education: presentation of a new immersive virtual reality application in first person point‐of‐view. J Dent Educ 2022. [DOI: 10.1002/jdd.13084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2022] [Revised: 07/26/2022] [Accepted: 08/06/2022] [Indexed: 11/08/2022]
Affiliation(s)
- Delphine Maret
- Faculté de Chirurgie Dentaire, Centre Hospitalier Universitaire Université Paul Sabatier Toulouse France
- Laboratoire Centre d'Anthropobiologie et de Génomique de Toulouse (CAGT) Université Paul Sabatier Toulouse France
| | - Sophie Barrere
- Faculté de Chirurgie Dentaire, Centre Hospitalier Universitaire Université Paul Sabatier Toulouse France
| | - Maxime Ros
- Laboratoire interdisciplinaire de recherches en didactique, éducation, formation (LIRDEF) Université de Montpellier France
| | - Thomas Geeraerts
- Institut Toulousain de Simulation en Santé (ItSimS), Université Toulouse 3‐ Paul Sabatier Centre Hospitalier Universitaire Toulouse France
| |
Collapse
|
24
|
Li Y, Ye H, Wu S, Zhao X, Liu Y, Lv L, Zhang P, Zhang X, Zhou Y. Mixed Reality and Haptic-Based Dental Simulator for Tooth Preparation: Research, Development, and Preliminary Evaluation. JMIR Serious Games 2022; 10:e30653. [PMID: 35262501 PMCID: PMC8943556 DOI: 10.2196/30653] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2021] [Revised: 09/24/2021] [Accepted: 10/12/2021] [Indexed: 11/28/2022] Open
Abstract
Background Virtual reality (VR) dental simulators are currently used in preclinical skills training. However, with the development of extended reality technologies, the use of mixed reality (MR) has shown significant advantages over VR. Objective This study aimed to describe the research and development of a newly developed MR and haptic–based dental simulator for tooth preparation and to conduct a preliminary evaluation of its face validity. Methods A prototype of the MR dental simulator for tooth preparation was developed by integrating a head-mounted display (HMD), special force feedback handles, a foot pedal, computer hardware, and software program. We recruited 34 participants and divided them into the Novice group (n=17) and Skilled group (n=17) based on their clinical experience. All participants prepared a maxillary right central incisor for an all-ceramic crown in the dental simulator, completed a questionnaire afterward about their simulation experience, and evaluated hardware and software aspects of the dental simulator. Results Of the participants, 74% (25/34) were satisfied with the overall experience of using the Unidental MR Simulator. Approximately 90% (31/34, 91%) agreed that it could stimulate their interest in learning, and 82% (28/34) were willing to use it for skills training in the future. Differences between the 2 study groups in their experience with the HMD (resolution: P=.95; wearing comfort: P=.10), dental instruments (P=.95), force feedback of the tooth (P=.08), simulation of the tooth preparation process (P=.79), overall experience with the simulation (P=.47), and attitude toward the simulator (improves skills: P=.47; suitable for learning: P=.36; willing to use: P=.89; inspiring for learning: P=.63) were not significant. The Novice group was more satisfied with the simulator’s ease of use (P=.04). There were significant positive correlations between the overall experience with the simulation and the HMD’s resolution (P=.03) and simulation of the preparation process (P=.001). Conclusions The newly developed Unidental MR Simulator for tooth preparation has good face validity. It can achieve a higher degree of resemblance to the real clinical treatment environment by improving the positional adjustment of the simulated patients, for a better training experience in dental skills.
Collapse
Affiliation(s)
- Yaning Li
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, National Center of Stomatology, National Clinical Research Center for Oral Diseases, National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing, China.,Beijing Key Laboratory of Digital Stomatology, Beijing, China.,National Health Commission Research Center of Engineering and Technology for Computerized Dentistry, Bejing, China
| | - Hongqiang Ye
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, National Center of Stomatology, National Clinical Research Center for Oral Diseases, National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing, China.,Beijing Key Laboratory of Digital Stomatology, Beijing, China.,National Health Commission Research Center of Engineering and Technology for Computerized Dentistry, Bejing, China
| | - Siyu Wu
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, National Center of Stomatology, National Clinical Research Center for Oral Diseases, National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing, China.,Beijing Key Laboratory of Digital Stomatology, Beijing, China
| | - Xiaohan Zhao
- The State Key Laboratory of Virtual Reality Technology and Systems, School of Computer Science and Engineering, Beihang University, Beijing, China
| | - Yunsong Liu
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, National Center of Stomatology, National Clinical Research Center for Oral Diseases, National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing, China.,Beijing Key Laboratory of Digital Stomatology, Beijing, China
| | - Longwei Lv
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, National Center of Stomatology, National Clinical Research Center for Oral Diseases, National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing, China.,Beijing Key Laboratory of Digital Stomatology, Beijing, China
| | - Ping Zhang
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, National Center of Stomatology, National Clinical Research Center for Oral Diseases, National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing, China.,Beijing Key Laboratory of Digital Stomatology, Beijing, China
| | - Xiao Zhang
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, National Center of Stomatology, National Clinical Research Center for Oral Diseases, National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing, China.,Beijing Key Laboratory of Digital Stomatology, Beijing, China
| | - Yongsheng Zhou
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, National Center of Stomatology, National Clinical Research Center for Oral Diseases, National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing, China.,Beijing Key Laboratory of Digital Stomatology, Beijing, China
| |
Collapse
|
25
|
Tricio JA, Kleiman SE, Eiriksson VI, Vicuña DP, Cacciuttolo FR, Jorquera GA, Córdova CG, Gualda JI, Gutiérrez MF, Villalón PA, Orsini CA. Students' and tutors' perceptions of a deliberate simulated practice using patient-specific virtual and three-dimensional printed teeth models: A pilot study. J Dent Educ 2022; 86:1006-1014. [PMID: 35254659 DOI: 10.1002/jdd.12909] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Revised: 01/12/2022] [Accepted: 02/05/2022] [Indexed: 01/24/2023]
Abstract
OBJECTIVE This pilot study aimed to investigate the perceptions of dental students and their tutors of a deliberate simulated practice using patient-specific virtual and three-dimensional (3D) printed teeth models. This is before they perform their first indirect posterior tooth restoration on their patients. METHODS Seventy-eight fourth-year dental students from the 2021 Comprehensive Clinic I course at the University of the Andes, Chile, were invited to participate in a deliberate practice protocol. This consisted of digitally scanning their patients' teeth, printing the files three-dimensionally, and loading them into a virtual reality (VR) dental simulator to create patient-specific models. Subsequently, they practiced the same indirect posterior restorations on these models before performing them on their actual patients. Perceptions about students' preparedness to perform tooth preparations before and after the protocol were collected from students and their tutors through surveys. RESULTS Sixty-three students (43 female) and six clinical tutors (all male) participated in the study. Before practicing with their patient-specific models, most students believed they had the knowledge, practical skills, and self-confidence to perform indirect restorations on their patients. However, after the protocol, most students thought their self-confidence increased and felt better prepared to treat their patients. Most students preferred the 3D-printed models over the VR models to practice but mentioned that it did not feel like drilling dental enamel. Tutors believed that participating students had higher self-confidence when treating their patients and were more autonomous. CONCLUSIONS This study demonstrated that students and clinical tutors had positive perceptions of practicing with patient-specific virtual and 3D-printed teeth models before students performed their first indirect restorations on their patients.
Collapse
Affiliation(s)
- Jorge A Tricio
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
| | - Sofía E Kleiman
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
| | | | - Daniela P Vicuña
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
| | | | - Gilbert A Jorquera
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
| | | | - José I Gualda
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
| | - Mario F Gutiérrez
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
| | - Pablo A Villalón
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
| | - César A Orsini
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
- Department of Medical Education, Norwich Medical School, University of East Anglia, Norwich, UK
| |
Collapse
|
26
|
Imai T, Tanaka Y, Hatanaka Y, Suetsugu T, Sato Y, Matsuhashi N, Tsunekawa K, Saiki T, Yoshida K. Incorporation of virtual reality in the clinical training of medical students studying esophageal and mediastinal anatomy and surgery. Surg Today 2022; 52:1212-1217. [PMID: 35091847 DOI: 10.1007/s00595-022-02457-z] [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: 09/16/2021] [Accepted: 11/23/2021] [Indexed: 10/19/2022]
Abstract
PURPOSE To analyze the effectiveness of incorporating virtual reality (VR) in lectures on esophageal and mediastinal anatomy and surgical procedures for medical students at Gifu University during clinical training. METHODS We divided medical students participating in clinical training, randomly, into two groups of 30 students each: those who received a lecture using 3D images (3D group) and those who received a lecture using VR images (VR group). Four days after the lecture, the students completed a written test to allow us to evaluate their comprehension, and a questionnaire on their opinion of the lectures. RESULTS Based on the results of the written test, the VR group achieved better understanding of computed tomography (CT) images (p = 0.0001) and better interpretation of surgical images (p = 0.0163). However, there was no difference in the scores for spatial recognition and general problems. The questionnaire revealed that the VR group became more interested in mediastinal anatomy (p = 0.0165) and surgery (p = 0.0135). CONCLUSIONS Our findings suggest that VR enhances the learning process. The lecture incorporating the VR experience was more effective than the traditional lecture for promoting an understanding of CT images and interpretation of surgical images; thus, it enhances the learning experience for medical students studying surgery.
Collapse
Affiliation(s)
- Takeharu Imai
- Department of Surgical Oncology, Graduate School of Medicine, Gifu University, 1-1 Yanagido, Gifu, 501-1194, Japan.
| | - Yoshihiro Tanaka
- Department of Surgical Oncology, Graduate School of Medicine, Gifu University, 1-1 Yanagido, Gifu, 501-1194, Japan
| | - Yuji Hatanaka
- Department of Surgical Oncology, Graduate School of Medicine, Gifu University, 1-1 Yanagido, Gifu, 501-1194, Japan
| | - Tomonari Suetsugu
- Department of Surgical Oncology, Graduate School of Medicine, Gifu University, 1-1 Yanagido, Gifu, 501-1194, Japan
| | - Yuta Sato
- Department of Surgical Oncology, Graduate School of Medicine, Gifu University, 1-1 Yanagido, Gifu, 501-1194, Japan
| | - Nobuhisa Matsuhashi
- Department of Surgical Oncology, Graduate School of Medicine, Gifu University, 1-1 Yanagido, Gifu, 501-1194, Japan
| | - Koji Tsunekawa
- Medical Education Development Center, Gifu University, 1-1 Yanagido, Gifu, 501-1194, Japan
| | - Takuya Saiki
- Medical Education Development Center, Gifu University, 1-1 Yanagido, Gifu, 501-1194, Japan
| | - Kazuhiro Yoshida
- Department of Surgical Oncology, Graduate School of Medicine, Gifu University, 1-1 Yanagido, Gifu, 501-1194, Japan
| |
Collapse
|
27
|
Impact of the Haptic Virtual Reality Simulator on Dental Students' Psychomotor Skills in Preclinical Operative Dentistry. Clin Pract 2021; 12:17-26. [PMID: 35076504 PMCID: PMC8788270 DOI: 10.3390/clinpract12010003] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2021] [Revised: 12/13/2021] [Accepted: 12/24/2021] [Indexed: 11/22/2022] Open
Abstract
One of the current trends in dental education is to empower dental students on a global platform using advanced technology. Haptic virtual reality simulation (HVRS) is a relatively new technology in the field of teaching and learning operative dentistry. This study aims to assess the impact of haptic virtual reality simulation (HVRS) on dental students’ psychomotor skills acquisition in preclinical operative dentistry. Class I cavity preparations (CP) were performed at baseline by 21 novice dental students on plastic teeth. Duration of CP was recorded and cavity features were evaluated and scored. Then, students were exposed to HVRS training on CP. Another Class I CP was performed by each student on plastic teeth after HVRS training, then evaluated, and the duration was recorded. There was a statistically significant decrease in CP performance time after HVRS training (p < 0.001) and an increase in the mean total marks of CP after HVRS training (p < 0.001). The change in the students’ performance in the CP displayed a statistically significant improvement after HVRS training in smoothness of the pulpal floor (p = 0.047), pulpal floor direction (p = 0.029), buccal, lingual, and mesial wall direction (p = 0.004, p = 0.025, p = 0.002), mesial and distal wall smoothness (p = 0.01, p = 0.001), internal line angle (p = 0.024), and internal point angle (p = 0.029). Overall improved performance in psychomotor skills was found after HVRS training. It could be beneficial to incorporate HVRS training early in pre-clinical operative dentistry courses as an adjunct to conventional phantom head training.
Collapse
|
28
|
Saghiri MA, Vakhnovetsky J, Nadershahi N. Scoping review of artificial intelligence and immersive digital tools in dental education. J Dent Educ 2021; 86:736-750. [PMID: 34962645 DOI: 10.1002/jdd.12856] [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: 08/02/2021] [Revised: 12/12/2021] [Accepted: 12/14/2021] [Indexed: 11/06/2022]
Abstract
PURPOSE The aim of this scoping review is to examine artificial intelligence (AI) and virtual teaching models within the context of dental education, establish methods to address the resources being investigated, and ultimately augment this approach for future scientific research. METHODS To evaluate the applications of AI and immersive technology, a scoping literature review was conducted using the Embase, PubMed, Web of Science, and Cochrane Library database from the years 2018 to May 19, 2021. Additionally, a manual search was completed. The search strategy was formulated according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. Studies that addressed the current uses of virtual devices and their revolutionary potential in dental education were categorized separately for further evaluation. RESULTS Of the 2500 articles found in our initial search results, 31 articles met the inclusion criteria set for this review. The selected studies were directly related to AI and immersive tools in dental education. CONCLUSION To our knowledge, there are very few comprehensive literature reviews identifying the applications and efficacy of virtual and AI-driven tools in dental education. With limited verifiable evidence, an improved understanding of virtual and AI domains is needed to enable dental students to adapt to changes within and beyond their dental training education. To increase the scientific value of digital-related research, the scientific community must quickly define guidelines to enhance methodological approaches in order to effectively digitalize dentistry.
Collapse
Affiliation(s)
- Mohammad Ali Saghiri
- Biomaterial and Prosthodontic Laboratory, Department of Restorative Dentistry, Rutgers School of Dental Medicine, Newark, New Jersey, USA.,Department of Endodontics, University of the Pacific, Arthur A. Dugoni School of Dentistry, San Francisco, California, USA
| | - Julia Vakhnovetsky
- Biomaterial and Prosthodontic Laboratory, Department of Restorative Dentistry, Rutgers School of Dental Medicine, Newark, New Jersey, USA.,Sector of Angiogenesis Regenerative Medicine, Dr. Hajar Afsar Lajevardi Research Cluster (DHAL), Hackensack, New Jersey, USA
| | - Nader Nadershahi
- University of the Pacific, Arthur A. Dugoni School of Dentistry, San Francisco, California, USA
| |
Collapse
|
29
|
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: 1.3] [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.
Collapse
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
| |
Collapse
|
30
|
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
|
31
|
Leung ALS, Yeung C, Chu S, Wong AWY, Yu OY, Chu CH. Use of Computer Simulation in Dental Training with Special Reference to Simodont. Dent J (Basel) 2021; 9:125. [PMID: 34821589 PMCID: PMC8623901 DOI: 10.3390/dj9110125] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2021] [Revised: 10/07/2021] [Accepted: 10/19/2021] [Indexed: 11/30/2022] Open
Abstract
Simulation-based dental education has been increasingly implemented in dental training. Virtual reality simulators are being explored as an adjunct to dental education. Simulation-based dental education could serve as a powerful aid to preclinical instruction. This article provides an overview of how dental simulators can be used in dental instruction and manual dexterity training, utilizing the Simodont dental trainer as a reference. The Simodont dental trainer provides a platform for students to hone their manual dexterity skills and practice repeatedly prior to conventional clinical simulations. Additionally, it can reduce resource wastage. However, the financial cost of setting up and maintaining the system can be high. The high cost would ultimately limit the number of devices each individual school could afford, as a potential drawback to meeting the training needs of many dental students at one time. The machine's force-feedback mechanism provides trainees with the tactile experience of drilling into various tissues. Students are empowered via self-learning and assessment, with guidance provided for diagnosis and treatment. From training students on basic operative skills to providing basic aptitude tests for entrance examinations, the Simodont dental trainer's functions and potential for further development may make it a valuable tool in the field of simulation-based dental education.
Collapse
Affiliation(s)
| | | | | | | | | | - Chun-Hung Chu
- Faculty of Dentistry, The University of Hong Kong, Prince Philip Dental Hospital, 34 Hospital Road, Sai Ying Pun, Hong Kong, China; (A.L.-S.L.); (C.Y.); (S.C.); (A.W.-Y.W.); (O.Y.Y.)
| |
Collapse
|
32
|
Cheng HC, Lu SL, Yen YC, Siewchaisakul P, Yen AMF, Chen SLS. Dental education changed by COVID-19: Student's perceptions and attitudes. BMC MEDICAL EDUCATION 2021; 21:364. [PMID: 34217279 PMCID: PMC8254053 DOI: 10.1186/s12909-021-02806-5] [Citation(s) in RCA: 23] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2021] [Accepted: 06/24/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Dental students have encountered changes in the teaching format amid the SARS CoV-2 pandemic. This study aims to evaluate the attitudes of dental students of one medical university toward online courses and compare them with those of non-dental students amid the SARS CoV-2 pandemic. METHODS A cross-sectional survey with a self-report online questionnaire was conducted at the medical university in May 2020 in Taipei. Students from the School of Dentistry, School of Dental Technology, and School of Oral Hygiene Study were enrolled in our survey. RESULTS In total, 473 students responded to the survey, 318 (67.2%) of whom were dental students. Overall, 366 (77%) students agreed with the change to online learning. Only 10.4% of students thought that dental professional courses with a laboratory format could be changed to online courses. Dental students were significantly more worried than non-dental students about being infected with COVID-19 and about the COVID-19 pandemic continuing. CONCLUSIONS In conclusion, changing to online learning seems to be perceived as feasible by students. However, more discussion about changing dental professional courses with a laboratory format to online courses considering the attitudes from students is needed.
Collapse
Affiliation(s)
- Hsin-Chung Cheng
- School of Dentistry, College of Oral Medicine, Taipei Medical University, No.250, Wuxing St., Xinyi Dist, Taipei, 110, Taiwan.
- Division of Orthodontics, Department of Dentistry, Taipei Medical University Hospital, Taipei, Taiwan.
| | - Sao-Lun Lu
- School of Dentistry, College of Oral Medicine, Taipei Medical University, No.250, Wuxing St., Xinyi Dist, Taipei, 110, Taiwan
| | - Yu-Chun Yen
- Research Center of Biostatistics, College of Management, Taipei Medical University, Taipei, Taiwan
| | | | - Amy Ming-Fang Yen
- School of Oral Hygiene, College of Oral Medicine, Taipei Medical University, No.250, Wuxing St., Xinyi Dist, Taipei, 110, Taiwan
| | - Sam Li-Sheng Chen
- School of Oral Hygiene, College of Oral Medicine, Taipei Medical University, No.250, Wuxing St., Xinyi Dist, Taipei, 110, Taiwan.
| |
Collapse
|
33
|
Li Y, Ye H, Ye F, Liu Y, Lv L, Zhang P, Zhang X, Zhou Y. The Current Situation and Future Prospects of Simulators in Dental Education. J Med Internet Res 2021; 23:e23635. [PMID: 33830059 PMCID: PMC8063092 DOI: 10.2196/23635] [Citation(s) in RCA: 28] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2020] [Revised: 11/26/2020] [Accepted: 01/29/2021] [Indexed: 01/22/2023] Open
Abstract
The application of virtual reality has become increasingly extensive as this technology has developed. In dental education, virtual reality is mainly used to assist or replace traditional methods of teaching clinical skills in preclinical training for several subjects, such as endodontics, prosthodontics, periodontics, implantology, and dental surgery. The application of dental simulators in teaching can make up for the deficiency of traditional teaching methods and reduce the teaching burden, improving convenience for both teachers and students. However, because of the technology limitations of virtual reality and force feedback, dental simulators still have many hardware and software disadvantages that have prevented them from being an alternative to traditional dental simulators as a primary skill training method. In the future, when combined with big data, cloud computing, 5G, and deep learning technology, dental simulators will be able to give students individualized learning assistance, and their functions will be more diverse and suitable for preclinical training. The purpose of this review is to provide an overview of current dental simulators on related technologies, advantages and disadvantages, methods of evaluating effectiveness, and future directions for development.
Collapse
Affiliation(s)
- Yaning Li
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Hongqiang Ye
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Fan Ye
- The State Key Laboratory of Virtual Reality Technology and Systems, School of Computer Science and Engineering, Beihang University, Beijing, China
| | - Yunsong Liu
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Longwei Lv
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Ping Zhang
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Xiao Zhang
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Yongsheng Zhou
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| |
Collapse
|
34
|
Higgins D, Hayes MJ, Taylor JA, Wallace JP. How do we teach simulation-based dental education? Time for an evidence-based, best-practice framework. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:815-821. [PMID: 32521066 DOI: 10.1111/eje.12551] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/25/2020] [Revised: 04/26/2020] [Accepted: 05/13/2020] [Indexed: 06/11/2023]
Abstract
Historically, simulation-based dental education was taught using practical skills and the action of doing. An increased awareness of the importance of patient safety in healthcare education and delivery has seen considerable advances in the application of simulation-based education across several healthcare disciplines including medicine, nursing and anaesthetics. Dental simulation-based education requires improved standards of best-practice, and evidence-based, curriculum design that is based on theoretical frameworks, conceptual frameworks and educational theories. In this commentary, we explore the educational theory and the development of healthcare simulation, including internationally recognised standards of best practice and the simulation-based activity cycle. Given simulation-based education should be fit-for purpose, the components of these standards are examined within the specific context of dental education. We propose an evidence-based, best-practice framework that can be applied in the design and delivery of contemporary simulation-based dental curriculum.
Collapse
|
35
|
Poblete P, McAleer S, Mason AG. 3D Technology Development and Dental Education: What Topics Are Best Suited for 3D Learning Resources? Dent J (Basel) 2020; 8:dj8030095. [PMID: 32882795 PMCID: PMC7559427 DOI: 10.3390/dj8030095] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2020] [Revised: 07/29/2020] [Accepted: 07/30/2020] [Indexed: 11/16/2022] Open
Abstract
The aim of this study is to identify topics (knowledge and skills) from the dental curricula that would benefit from having a 3D learning resource using an exploratory sequential design method. The first phase targeted stakeholders from a Scottish dental school. Seven focus groups and three interviews disclosed 97 suitable topics for 3D technology development. These results were used to construct a survey that was sent to final year dental students, newly dental graduates and academics from three Scottish universities. The survey asked participants to rank each item based on the perceived benefit that a 3D learning resource would have for dental education. Results revealed that detailed anatomy of the temporomandibular joint, dental anaesthesiology, dental clinical skills techniques, dental occlusion and mandibular functioning were top priorities. Gender differences only appeared in relation to ‘Extraction techniques: movements and force’ (p < 0.05), this topic was considered to be more beneficial by females than by males. No statistical difference was found when comparing results of graduates with undergraduates. These results serve as a starting point when developing a new 3D technology tool for dental education, considering users demands and perceived needs has the potential to benefit dental students and dental education directly.
Collapse
Affiliation(s)
- Paulina Poblete
- Escuela de Odontología, Facultad de Ciencias, Universidad Mayor, Chile
- Dundee Dental School, University of Dundee, Scotland DD1 4HR, UK;
- Correspondence: or
| | - Sean McAleer
- Centre for Medical Education, University of Dundee, Scotland DD2 4BF, UK;
| | - Andrew G Mason
- Dundee Dental School, University of Dundee, Scotland DD1 4HR, UK;
| |
Collapse
|
36
|
Galibourg A, Maret D, Monsarrat P, Nasr K. Impact of COVID-19 on dental education: How could pre-clinical training be done at home? J Dent Educ 2020; 84:949. [PMID: 32799343 PMCID: PMC7461083 DOI: 10.1002/jdd.12360] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Affiliation(s)
- Antoine Galibourg
- Dental Faculty, Department of Oral Rehabilitation, Paul Sabatier University, Toulouse University Hospital, Toulouse, France.,Laboratoire Anthropologie Moléculaire et Imagerie de Synthèse, Université Paul Sabatier, Toulouse, France
| | - Delphine Maret
- Dental Faculty, Department of Oral Rehabilitation, Paul Sabatier University, Toulouse University Hospital, Toulouse, France.,Laboratoire Anthropologie Moléculaire et Imagerie de Synthèse, Université Paul Sabatier, Toulouse, France
| | - Paul Monsarrat
- Dental Faculty, Department of Oral Rehabilitation, Paul Sabatier University, Toulouse University Hospital, Toulouse, France.,Toulouse Institute of Artificial Intelligence ANITI, Toulouse, France.,STROMALab, Université de Toulouse, CNRS ERL 5311, EFS, ENVT, Inserm, UPS, France
| | - Karim Nasr
- Dental Faculty, Department of Oral Rehabilitation, Paul Sabatier University, Toulouse University Hospital, Toulouse, France
| |
Collapse
|
37
|
Galibourg A, Delrieu J, Monsarrat P, Joniot S, Maret D, Nasr K. e-dental practicum: A way to maintain student hands-on training during disruptive crises. J Dent Educ 2020; 85:1148-1151. [PMID: 32686099 PMCID: PMC7404896 DOI: 10.1002/jdd.12341] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2020] [Revised: 07/19/2020] [Accepted: 07/12/2020] [Indexed: 11/09/2022]
Affiliation(s)
- Antoine Galibourg
- Dental Faculty, Department of Oral RehabilitationToulouse Institute of Oral MedicinePaul Sabatier UniversityToulouse University HospitalToulouseFrance
- Laboratoire Anthropologie Moléculaire et Imagerie de SynthèseUniversité Paul SabatierToulouseFrance
| | - Julien Delrieu
- Dental Faculty, Department of Oral RehabilitationToulouse Institute of Oral MedicinePaul Sabatier UniversityToulouse University HospitalToulouseFrance
| | - Paul Monsarrat
- Dental Faculty, Department of Oral RehabilitationToulouse Institute of Oral MedicinePaul Sabatier UniversityToulouse University HospitalToulouseFrance
- Artificial and Natural Intelligence Toulouse Institute ANITIToulouseFrance
- STROMALabUniversité de ToulouseEFS, ENVT, Inserm, UPSFrance
| | - Sabine Joniot
- Dental Faculty, Department of Oral RehabilitationToulouse Institute of Oral MedicinePaul Sabatier UniversityToulouse University HospitalToulouseFrance
| | - Delphine Maret
- Dental Faculty, Department of Oral RehabilitationToulouse Institute of Oral MedicinePaul Sabatier UniversityToulouse University HospitalToulouseFrance
- Laboratoire Anthropologie Moléculaire et Imagerie de SynthèseUniversité Paul SabatierToulouseFrance
| | - Karim Nasr
- Dental Faculty, Department of Oral RehabilitationToulouse Institute of Oral MedicinePaul Sabatier UniversityToulouse University HospitalToulouseFrance
| |
Collapse
|
38
|
Liebermann A, Erdelt K. Virtual education: Dental morphologies in a virtual teaching environment. J Dent Educ 2020; 84:1143-1150. [DOI: 10.1002/jdd.12235] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2020] [Revised: 05/02/2020] [Accepted: 05/18/2020] [Indexed: 11/11/2022]
Affiliation(s)
- Anja Liebermann
- Department of Prosthetic Dentistry University Hospital LMU Munich Munich Germany
| | - Kurt Erdelt
- Department of Prosthetic Dentistry University Hospital LMU Munich Munich Germany
| |
Collapse
|
39
|
Hanisch M, Kroeger E, Dekiff M, Timme M, Kleinheinz J, Dirksen D. 3D-printed Surgical Training Model Based on Real Patient Situations for Dental Education. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17082901. [PMID: 32331445 PMCID: PMC7215302 DOI: 10.3390/ijerph17082901] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/17/2020] [Revised: 04/19/2020] [Accepted: 04/21/2020] [Indexed: 12/12/2022]
Abstract
Background: Most simulation models used at university dental clinics are typodonts. Usually, models show idealized eugnathic situations, which are rarely encountered in everyday practice. The aim of this study was to use 3D printing technology to manufacture individualized surgical training models for root tip resection (apicoectomy) on the basis of real patient data and to compare their suitability for dental education against a commercial typodont model. Methods: The training model was designed using CAD/CAM (computer-aided design/computer-aided manufacturing) technology. The printer used to manufacture the models employed the PolyJet technique. Dental students, about one year before their final examinations, acted as test persons and evaluated the simulation models on a visual analogue scale (VAS) with four questions (Q1-Q4). Results: A training model for root tip resection was constructed and printed employing two different materials (hard and soft) to differentiate anatomical structures within the model. The exercise was rated by 35 participants for the typodont model and 33 students for the 3D-printed model. Wilcoxon rank sum tests were carried out to identify differences in the assessments of the two model types. The alternative hypothesis for each test was: "The rating for the typodont model is higher than that for the 3D-printed model". As the p-values reveal, the alternative hypothesis has to be rejected in all cases. For both models, the gingiva mask was criticized. Conclusions: Individual 3D-printed surgical training models based on real patient data offer a realistic alternative to industrially manufactured typodont models. However, there is still room for improvement with respect to the gingiva mask for learning surgical incision and flap formation.
Collapse
Affiliation(s)
- Marcel Hanisch
- Department of Cranio-Maxillofacial Surgery, University Hospital Münster, Albert-Schweitzer-Campus 1, Building W 30, D-48149 Münster, Germany; (M.T.); (J.K.)
- Correspondence: ; Tel.: +49-(0)-2-51/83-4-70-02; Fax: +49-(0)-2-51/83-4-71-84
| | - Elke Kroeger
- Department of Cranio-Maxillofacial Surgery, Klinikum Osnabrück, Am Finkenhügel 1, 49076 Osnabrück, Germany;
| | - Markus Dekiff
- Department of Prosthetic Dentistry and Biomaterials, University Hospital Münster, Albert-Schweitzer Campus 1, D-48149 Münster, Germany; (M.D.); (D.D.)
| | - Maximilian Timme
- Department of Cranio-Maxillofacial Surgery, University Hospital Münster, Albert-Schweitzer-Campus 1, Building W 30, D-48149 Münster, Germany; (M.T.); (J.K.)
| | - Johannes Kleinheinz
- Department of Cranio-Maxillofacial Surgery, University Hospital Münster, Albert-Schweitzer-Campus 1, Building W 30, D-48149 Münster, Germany; (M.T.); (J.K.)
| | - Dieter Dirksen
- Department of Prosthetic Dentistry and Biomaterials, University Hospital Münster, Albert-Schweitzer Campus 1, D-48149 Münster, Germany; (M.D.); (D.D.)
| |
Collapse
|