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Iiyoshi K, Khazaaleh S, Dalaq AS, Daqaq MF, Korres G, Eid M. Origami-Based Haptic Syringe for Local Anesthesia Simulator. IEEE TRANSACTIONS ON HAPTICS 2024; 17:39-44. [PMID: 38224514 DOI: 10.1109/toh.2024.3353924] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/17/2024]
Abstract
Although medical simulators have benefited from the use of haptics and virtual reality (VR) for decades, the former has become the bottleneck in producing a low-cost, compact, and accurate training experience. This is particularly the case for the inferior alveolar nerve block (IANB) procedure in dentistry, which is one of the most difficult motor skills to acquire. As existing works are still oversimplified or overcomplicated for practical deployment, we introduce an origami-based haptic syringe interface for IANB local anesthesia training. By harnessing the versatile mechanical tunability of the Kresling origami pattern, our interface simulated the tactile experience of the plunger while injecting the anesthetic solution. We present the design, development, and characterization process, as well as a preliminary usability study. The force profile generated by the syringe interface is perceptually similar with that of the Carpule syringe. The usability study suggests that the haptic syringe significantly improves the IANB training simulation and its potential to be utilized in several other medical training/simulation applications.
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Shetty SR, Murray CA, Al Kawas S, Jaser S, Al-Rawi N, Talaat W, Narasimhan S, Shetty S, Adtani P, Hegde S. Impact of fully guided implant planning software training on the knowledge acquisition and satisfaction of dental undergraduate students. MEDICAL EDUCATION ONLINE 2023; 28:2239453. [PMID: 37490557 PMCID: PMC10392243 DOI: 10.1080/10872981.2023.2239453] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Revised: 07/06/2023] [Accepted: 07/18/2023] [Indexed: 07/27/2023]
Abstract
BACKGROUND A majority of dental school students do not undergo hands-on clinical training in implantology in the undergraduate curriculum. Training is usually restricted to pre-implant evaluation and post-implant prostheses. Virtual implant planning software (VIPS) provides an alternative opportunity for undergraduate students to experience implant planning much before gaining hands-on experience. However, not many studies have the contribution of VIPS to the knowledge acquisition of students. We conducted a preliminary study to evaluate the knowledge acquisition of the students when exposed to a hands-on session of VIPS. We also evaluated students' satisfaction levels, when exposed to hands-on training in fully guided implant planning software. METHODS A two-part theory lecture on fully guided implant planning was delivered to 90, 5th (final)-year dental undergraduate students by the oral radiology faculty. The students were then randomly divided into three groups. Group A was exposed to didactic lectures only. Group B was shown a video for fully guided implant planning in addition to the didactic lecture. Group C was shown a video for fully guided implant planning in addition to a didactic lecture and then performed a hands-on session of virtual implant planning under faculty guidance. Students from all groups were given an MCQ-based test. After the completion of the test students from group A and B also received VIPS hands-on training. Students from all three groups answered and a feedback questionnaire regarding their satisfaction levels with VIPS. RESULTS The overall test score of students in Group C was higher than their colleagues in both Groups A and B and the differences were statistically significant (p = 0.01). More than 85% of the students were satisfied with the teaching approach. CONCLUSIONS The utilization of VIPS in the training of dental undergraduate students improves their performance confirming better knowledge acquisition and content mastery.
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Affiliation(s)
- Shishir Ram Shetty
- College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | | | - Sausan Al Kawas
- College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Sara Jaser
- College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Natheer Al-Rawi
- College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Wael Talaat
- College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Sangeetha Narasimhan
- College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Sunaina Shetty
- College of Dental Medicine, University of Sharjah, Sharjah, United Arab Emirates
| | - Pooja Adtani
- College of Dentistry, Gulf Medical University, Ajman, United Arab Emirates
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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.
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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
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Mamcarz I, Sarna-Boś K, Chałas R, Sobieszczański J, Świątkowski W, Martins LAC, Torres K. Exploring academic teachers perspectives regarding the impact of using medical simulation in dentistry pre- and post-COVID-19 pandemic: a qualitative study. BMC MEDICAL EDUCATION 2023; 23:633. [PMID: 37667360 PMCID: PMC10478263 DOI: 10.1186/s12909-023-04586-6] [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: 02/16/2023] [Accepted: 08/12/2023] [Indexed: 09/06/2023]
Abstract
BACKGROUND Medical simulation allows for the achievement of many educational goals and the continued education of some practical skills. The COVID-19 pandemic's restrictions have led to a major increase in dental education simulations. The aim of this study was to analyse the perspectives of academic teachers towards dental simulation, their concerns and evaluation of this teaching method, as well as their opinion on the use of medical simulation during the COVID-19 pandemic. METHOD A focus study was conducted in a group of 5 academic teachers, comprising 10% of academic teachers of a Dental Faculty using simulation techniques. Prior to and during the COVID-19 pandemic, the interviewed teachers had expertise with medical simulation in dentistry education methods. A facilitator used pre-planned, open-ended questions about the use of simulation in dentistry also with regard to the COVID-19 pandemic period. The group discussion has been managed, monitored, and recorded. The data analysis model was based on Braun and Clarke's six phases of thematic analysis. Five thematic domains/fields were evaluated: (1) Simulation as a didactic method; (2) Simulation during COVID-19 pandemic; (3) General observations and expectations with regard to simulation; (4) Teachers in simulation; (5) Concerns in relation to simulation. Two researchers analysed the data. RESULTS Based on interviewed teachers' perspective the simulation allows students to learn basic and complex skills providing the repeatability of the procedures performed. During Covid-19 the simulation methods undoubtedly filled the gap in the training of future dentists. However, interviewed teachers pointed out the high cost of the methods dictated by the need to prepare the simulation environment at a high level, in order to reflect the real clinical situation. CONCLUSIONS The use of simulation methods requires adequate preparation of academic teachers, continuous education and updating of knowledge in the field of medical simulation. The COVID-19 pandemic significantly influenced the growth of dental education simulation techniques as well as staff knowledge of the usage of medical simulation.
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Affiliation(s)
- Izabela Mamcarz
- Chair of Medical Education, Simulation Laboratory for Patient Safety, Medical University of Lublin, 4 Chodzki Street, Lublin, 20-093 Poland
| | - Katarzyna Sarna-Boś
- Department of Dental Prosthetics, Medical University of Lublin, 6 Chodzki Street, Lublin, 20-093 Poland
| | - Renata Chałas
- Department of Oral Medicine, Medical University of Lublin, 6 Chodzki Street, Lublin, 20-093 Poland
| | - Jarosław Sobieszczański
- Preclinical Dentistry Lab, Medical University of Lublin, 6 Chodzki Street, Lublin, 20-093 Poland
| | - Wojciech Świątkowski
- Chair and Department of Dental Surgery, Medical University of Lublin, 6 Chodzki Street, Lublin, 20-093 Poland
| | - Luciano Augusto Cano Martins
- Department of Dental and Maxillofacial Radiodiagnostics, Medical University of Lublin, 6 Chodzki Street, Lublin, 20-093 Poland
| | - Kamil Torres
- Chair of Medical Education, Medical University of Lublin, 4 Chodzki Street, Lublin, 20-093 Poland
- Department of Plastic and Reconstructive Surgery and Microsurgery, Medical University of Lublin, Lublin, 20-059 Poland
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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.
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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
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Joseph D, Davril J, Mortier É, Martrette JM, Tran N, Corne P, Vincent M. Distinguishing skill levels with haptic simulation in restorative dentistry: Myth or reality? EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023. [PMID: 37559186 DOI: 10.1111/eje.12939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 03/20/2023] [Accepted: 07/30/2023] [Indexed: 08/11/2023]
Abstract
INTRODUCTION This study aims to validate that haptic simulator assistance could distinguish skill levels with haptic simulation in restorative dentistry. MATERIALS AND METHODS This work was carried out with 93 first-year, 87 third-year and 44 fifth-year dental students. The promotions of first- and fifth-year dental students made one session to represent the negative and the positive controls, respectively. The third-year dental students were the studied population. Whatever the group, the maximum time for each reparation was restricted to 3 min. All students have to perform the same three exercises. The third-year dental students performed four sessions spread over the whole university year. For each test, the total score provided by the simulator was recorded and analysed. RESULTS The exercises are not discriminating in direct vision while the exercise in indirect vision is very interesting to distinguish the levels of the learners. CONCLUSION The results underline that the exercises in indirect vision could distinguish different profiles of student having different preclinical and clinical levels, while making it possible to follow the acquisition of clinical competence.
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Affiliation(s)
- David Joseph
- École de Chirurgie Nancy-Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
- Départment de Parodontologie, Faculté d'Odontologie de Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
- UMR S1116, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Jeanne Davril
- Départment de Dentisterie Restauratrice et Endodontie, Faculté d'Odontologie de Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Éric Mortier
- Départment de Dentisterie Restauratrice et Endodontie, Faculté d'Odontologie de Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
- CNRS, IJL, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Jean-Marc Martrette
- Faculté de Médecine, EA 3450, Développement, Adaptation et Handicap, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Nguyen Tran
- École de Chirurgie Nancy-Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
- UMR S1116, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Pascale Corne
- Départment de Prothèse, Faculté d'Odontologie de Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Marin Vincent
- Départment de Dentisterie Restauratrice et Endodontie, Faculté d'Odontologie de Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
- CNRS, LEM3, Université de Lorraine, Metz, France
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Lorenz M, Hoffmann A, Kaluschke M, Ziadeh T, Pillen N, Kusserow M, Perret J, Knopp S, Dettmann A, Klimant P, Zachmann G, Bullinger AC. Perceived realism of haptic rendering methods for bimanual high force tasks: original and replication study. Sci Rep 2023; 13:11230. [PMID: 37433815 DOI: 10.1038/s41598-023-38201-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Accepted: 07/05/2023] [Indexed: 07/13/2023] Open
Abstract
Realistic haptic feedback is a key for virtual reality applications in order to transition from solely procedural training to motor-skill training. Currently, haptic feedback is mostly used in low-force medical procedures in dentistry, laparoscopy, arthroscopy and alike. However, joint replacement procedures at hip, knee or shoulder, require the simulation of high-forces in order to enable motor-skill training. In this work a prototype of a haptic device capable of delivering double the force (35 N to 70 N) of state-of-the-art devices is used to examine the four most common haptic rendering methods (penalty-, impulse-, constraint-, rigid body-based haptic rendering) in three bimanual tasks (contact, rotation, uniaxial transition with increasing forces from 30 to 60 N) regarding their capabilities to provide a realistic haptic feedback. In order to provide baseline data, a worst-case scenario of a steel/steel interaction was chosen. The participants needed to compare a real steel/steel interaction with a simulated one. In order to substantiate our results, we replicated the study using the same study protocol and experimental setup at another laboratory. The results of the original study and the replication study deliver almost identical results. We found that certain investigated haptic rendering method are likely able to deliver a realistic sensation for bone-cartilage/steel contact but not for steel/steel contact. Whilst no clear best haptic rendering method emerged, penalty-based haptic rendering performed worst. For simulating high force bimanual tasks, we recommend a mixed implementation approach of using impulse-based haptic rendering for simulating contacts and combine it with constraint or rigid body-based haptic rendering for rotational and translational movements.
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Affiliation(s)
- Mario Lorenz
- Professorship for Production Systems and Processes, Chemnitz University of Technology, Reichenhainer Straße 70, 09126, Chemnitz, Germany.
- Department of Orthopedics, Trauma and Plastic Surgery, University Hospital Leipzig, Liebigstraße 20, 04103, Leipzig, Germany.
- Division of Macroscopic and Clinical Anatomy, Gottfried Schatz Research Center, Medical University of Graz, Auenbruggerplatz 25, 8036, Graz, Austria.
| | - Andrea Hoffmann
- Chair for Ergonomics and Innovation, Chemnitz University of Technology, Erfenschlager Straße 73, 09125, Chemnitz, Germany
| | - Maximilian Kaluschke
- Chair of Computer Graphics and Virtual Reality, University of Bremen, Bibliothekstraße 5, 28359, Bremen, Germany
| | - Taha Ziadeh
- Haption GmbH, Dennewartstraße 25, 52068, Aachen, Germany
| | - Nina Pillen
- YOUSE GmbH, Florastraße 47, 13187, Berlin, Germany
| | | | - Jérôme Perret
- Haption GmbH, Dennewartstraße 25, 52068, Aachen, Germany
| | - Sebastian Knopp
- Professorship for Production Systems and Processes, Chemnitz University of Technology, Reichenhainer Straße 70, 09126, Chemnitz, Germany
- Division of Macroscopic and Clinical Anatomy, Gottfried Schatz Research Center, Medical University of Graz, Auenbruggerplatz 25, 8036, Graz, Austria
| | - André Dettmann
- Chair for Ergonomics and Innovation, Chemnitz University of Technology, Erfenschlager Straße 73, 09125, Chemnitz, Germany
| | - Philipp Klimant
- Professorship for Production Systems and Processes, Chemnitz University of Technology, Reichenhainer Straße 70, 09126, Chemnitz, Germany
| | - Gabriel Zachmann
- Chair of Computer Graphics and Virtual Reality, University of Bremen, Bibliothekstraße 5, 28359, Bremen, Germany
| | - Angelika C Bullinger
- Chair for Ergonomics and Innovation, Chemnitz University of Technology, Erfenschlager Straße 73, 09125, Chemnitz, Germany
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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.
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Hsu MH, Chang YC. Haptic and Force Feedback Technology in Dental Education: A Bibliometric Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1318. [PMID: 36674074 PMCID: PMC9859437 DOI: 10.3390/ijerph20021318] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/09/2022] [Revised: 01/08/2023] [Accepted: 01/09/2023] [Indexed: 06/17/2023]
Abstract
The haptic and force feedback technology has received an increasing attention in dental schools due to its effectiveness in psychomotor skill training. However, the bibliometric analysis on haptic and force feedback technology in dental education is still scarce. Therefore, the aim of this study was to perform a bibliometric analysis of the development of haptic and force feedback technology and its changing trends in dental education. From 1 January 2001 to 30 November 2022, all papers published on haptic and force feedback technology were searched from the Web of Science Core Collection database. These data were then entered into Apple Numbers for descriptive bibliometric analysis and visualized using VOSviewer software. A total of 85 articles were retrieved following the inclusive and exclusive criteria. The results demonstrated that USA and China exhibited the most publications. The combination of correspondence author and author co-citation analysis identified the more prominent authors in this research field. The top-cited and the average citation count per year ranking led to different views of popularity. A significant increase in the number of haptic and force feedback technology publications were found in the last two years. Virtual reality is the main keyword that indicates more new integrative applications currently underway. Taken together, this study provides a detailed bibliographic analysis of haptic and force feedback technology in dental education to indicate representative authors, literatures, keywords, and trends. These detailed data will help researchers, teachers, and dental students as a very useful information when trying to make haptic and force feedback technology more prevalent in dental education in the near further.
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Affiliation(s)
- Min-Hsun Hsu
- School of Dentistry, Chung Shan Medical University, Taichung 40201, Taiwan
| | - Yu-Chao Chang
- School of Dentistry, Chung Shan Medical University, Taichung 40201, Taiwan
- Department of Dentistry, Chung Shan Medical University Hospital, Taichung 40201, Taiwan
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Panpisut P, Doungkom P, Padunglappisit C, Romalee W, Suksudaj N. Assessment of 3D-Printed Tooth Containing Simulated Deep Caries Lesions for Practicing Selective Caries Removal: A Pilot Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:90. [PMID: 36612409 PMCID: PMC9819098 DOI: 10.3390/ijerph20010090] [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: 11/10/2022] [Revised: 12/16/2022] [Accepted: 12/16/2022] [Indexed: 06/17/2023]
Abstract
A standard model for practicing caries removal skills is needed to support learners in managing deep carious lesions. The aim of the current study was to prepare 3D-printed teeth with added simulated carious layers and a pulpal structure. A first permanent mandibular containing occlusal (Class I) or proximal (Class II) cavities was printed. The teeth were then filled with wax and resin-modified glass ionomer cements mixed with a color modifier to simulate pulp and deep caries, respectively. Undergraduate dental students (n = 61) were asked to remove the caries using the selective caries removal (SCR) technique on the teeth. The students then completed a self-administered questionnaire to rate their caries removal experiences. One instructor then assessed the prepared teeth. Overall, the students provided positive feedback on the use of 3D-printed teeth; 72.1% agreed that the printed teeth provided a realistic model for practicing the SCR technique, 75.4% indicated that the new teeth were the appropriate choice for practicing the SCR technique, and 86.9% agreed that 3D-printed teeth should be used before treating real patients. More than half of the students had satisfactory outcomes in terms of the depth and caries removal aspects of the cavity preparation. These findings suggest that the developed 3D-printed teeth can potentially be adopted to practice caries removals in preclinical dental education.
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Affiliation(s)
- Piyaphong Panpisut
- Faculty of Dentistry, Thammasat University, Pathum Thani 12120, Thailand
- Thammasat University Research Unit in Dental and Bone Substitute Biomaterials, Thammasat University, Pathum Thani 12120, Thailand
| | - Patchayaporn Doungkom
- Faculty of Engineering and Technology, Pathumthani University, Pathum Thani 12000, Thailand
| | | | - Worachate Romalee
- Faculty of Dentistry, Thammasat University, Pathum Thani 12120, Thailand
- College of Dentistry, National Yang Ming Chiao Tung University, Taipei 112, Taiwan
| | - Nattira Suksudaj
- Faculty of Dentistry, Thammasat University, Pathum Thani 12120, Thailand
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McAlpin E, Levine M, Brenner C, Opazo C, Bathini S, Choi SJV, Louisville M, Grandhi U. Evaluating the effectiveness of a virtual reality simulation for preclinical local anaesthesia dental education. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022. [PMID: 36107420 DOI: 10.1111/eje.12854] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Revised: 05/09/2022] [Accepted: 08/14/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Traditional manikin training has limitations that virtual reality can address. This study investigated the effectiveness of two part-task training simulation methods, a virtual reality (VR Sim) vs a plastic manikin (PM Sim), on learning outcomes for local anaesthesia skills for second-year pre-clinical dental students. METHODS In an experimental study, 58 second-year students were randomly assigned to one of two groups, VR Sim or PM Sim. Both groups completed the same pre-post survey. The VR Sim group practiced with a VR simulation, completed a built-in treatment test and a transfer test with a live person, and was evaluated by an expert teaching assistant (TA) with a rubric. The PM Sim group practiced with a plastic manikin and completed a treatment test on the same manikin evaluated by a TA, followed by the same transfer test with a live person and evaluated by a TA with a rubric. RESULTS Covering knowledge and skills in the delivery of local anaesthesia, mean final transfer test scores were statistically significantly higher for the PM Sim compared to VR Sim, F(1, 57) = 9.719, p = .003 with effect size, η2 p = 0.148. Scores on respective treatment tests were similar to final transfer test scores for each group suggesting differences were localised to the practice methods. Pre-survey results indicated participants had low prior experience with VR technology. CONCLUSION Whilst outcomes showed higher results for plastic manikin tutor training over the VR training method, they are complementary. As students practice more with the technology and the VR simulation they may improve further. Likewise, as the technology for haptics with VR improves beyond hand controllers so may the experience and learning of this skill for students.
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Affiliation(s)
- Elizabeth McAlpin
- Research and Outcomes Assessment, Teaching & Learning with Technology, NYU IT, New York, New York, USA
| | - Marci Levine
- NYU College of Dentistry, New York, New York, USA
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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.
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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
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Coulthard P. Barts and The London School of Medicine and Dentistry. Br Dent J 2022; 233:889-893. [PMID: 36434238 PMCID: PMC9700507 DOI: 10.1038/s41415-022-5209-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Accepted: 07/07/2022] [Indexed: 11/27/2022]
Abstract
The Institute of Dentistry at Barts and The School of Medicine and Dentistry, Queen Mary University of London, has seen much change since 1857 when surgeon dentist, H. J. Barrett, was appointed to The London to oversee the extraction of teeth. However, the mission remains the same: provision of excellent patient care through our education and research to improve the oral health and general health of our local population, but also with global impact.The Institute of Dentistry is embedded in a fundamentally multidisciplinary environment of the wider university and this is reflected in our research activity. The available complementary skills in cell and molecular biology, microbiology, materials science, chemistry, biophysics, clinical science and population health allows us to undertake basic science research, patient- and population-based research and clinical biometric research.Our Centre for Teaching and Innovation is a catalyst for educational research, including that related to new technologies and the expansion of e-learning, to ultimately inform local practice and the experience of our students.
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Affiliation(s)
- Paul Coulthard
- grid.4868.20000 0001 2171 1133Professor of Oral and Maxillofacial Surgery and Dean and Director, Institute of Dentistry, Barts and The London School of Medicine and Dentistry, Queen Mary University of London, E1 2AD, UK
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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.
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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
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