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Arroyo-Bote S, Bennasar-Verger C, Martínez-Jover A, Ferragut-Pina P, Riutot-Sbert P, López-González ÁA, Barkvol P. Development of a three-dimensional printed model from a digital impression of a real patient for aesthetic dentistry undergraduate teaching. J Dent Educ 2024; 88:1144-1158. [PMID: 38634400 DOI: 10.1002/jdd.13552] [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: 11/22/2023] [Revised: 02/18/2024] [Accepted: 03/23/2024] [Indexed: 04/19/2024]
Abstract
INTRODUCTION The acquisition of skills and manual dexterity in aesthetic dentistry in undergraduate teaching requires preclinical practices with simulation that should approximate real clinical situations. OBJECTIVE We will present a digital procedure for the creation of three-dimensional (3D) resin models adapted to the practices of the Aesthetic Dentistry course. MATERIAL AND METHOD Stereolithography or Standard Tesellation Language (STL) files of a real patient were previously obtained with a 3-shape intraoral scanner. Using the Exocad computer programme for dental prosthesis design, various modifications were made, such as incisor rotation, surface alterations imitating dysplasias or erosions, the creation of diastemas, or even changes in tooth size. The virtual model was printed in resin for use by students. Once the practices were finished, the students and the teachers evaluated the use of the 3D printed models. RESULTS The result is the typodont model, in which seven laboratory sessions took place: 1-Restoration of conoid tooth morphology, 2-Cervical abrasion/ erosion restoration, 3-Direct Composite Veneer, 4-Aesthetic correction in a tooth with rotation, 5-Diastem closure, 6-Occlusal abrasions/ erosion, and 7-Maryland bridge. 90.48% of the students evaluated the designed 3D model as the best method for laboratory practice compared to other methods, obtaining a general assessment of 8.3 out of 10. CONCLUSION The method used has provided a reproducible standard analog model for direct aesthetic dental restoration practice, with a good assessment by students and teachers.
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Affiliation(s)
- Sebastiana Arroyo-Bote
- Department of Conservative Dentistry, ADEMA School of Dentistry, ADEMA Health IUNICS group, University of the Balearic Islands, Palma, Spain
| | - Catalina Bennasar-Verger
- Department of Conservative Dentistry, ADEMA School of Dentistry, University of the Balearic Islands, Palma, Spain
| | - Andrés Martínez-Jover
- Department of Conservative Dentistry, ADEMA School of Dentistry, University of the Balearic Islands, Palma, Spain
| | - Pablo Ferragut-Pina
- Department of dental prostheses, ADEMA School of Dentistry, University of the Balearic Islands, Palma, Spain
| | - Pere Riutot-Sbert
- Advisory Council for Research, ADEMA School of Dentistry, ADEMA Health IUNICS group, University of the Balearic Islands, Palma, Spain
| | - Ángel Arturo López-González
- Department of statistics and research, ADEMA School of Dentistry, ADEMA Health IUNICS group, University of the Balearic Islands, Palma, Spain
- Occupational Risk Prevention Service, Balearic Islands Health Service, Palma, Spain
| | - Pål Barkvol
- Department of Oral Medicine, Faculty of Dentistry, University of Oslo, Oslo, Norway
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Choi Y, Lee M, Kim J, Park W. Clinical observation using virtual reality for dental education on surgical tooth extraction: A comparative study. BMC MEDICAL EDUCATION 2024; 24:643. [PMID: 38849825 PMCID: PMC11161967 DOI: 10.1186/s12909-024-05605-w] [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: 01/04/2024] [Accepted: 05/27/2024] [Indexed: 06/09/2024]
Abstract
BACKGROUND Clinical observation conducted during the 3rd and 4th years of dental school is an important part of dental students' clinical education. However, conventional clinical observation is associated with several problems, including the lack of opportunity for all students to assist during surgery. Virtual reality (VR) technologies and devices can be used to demonstrate clinical processes that dental students need to learn through clinical observation. This study aimed to evaluate the effectiveness of teaching dental students the surgical tooth extraction procedure through clinical observation using VR. METHODS We recruited third- and fourth-year dental students and divided them into a VR clinical observation group (VR group) and a conventional clinical observation group (control group). The control group visited an outpatient clinic and observed an oral and maxillofacial specialist perform surgical tooth extraction, whereas the VR group watched a 360° video of surgical tooth extraction using a head-mounted display. After observation, both groups were surveyed regarding their satisfaction with the clinical observation and their understanding of the procedure. RESULTS Understanding of the procedure and satisfaction with the observation were significantly higher in the VR group than in the control group (p = 0.001 and p = 0.047, respectively). Compared with conventional clinical observation, VR clinical observation improved learning motivation and medical thinking and judgment skills; however, interaction between professors and students was lacking. CONCLUSIONS VR clinical observation using 360° videos might be an effective teaching method for students. However, to allow interaction between professors and students during clinical observations, using it along with conventional clinical observation is necessary.
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Affiliation(s)
- Yiseul Choi
- Department of Advanced General Dentistry, Yonsei University College of Dentistry, Seoul, Korea
- Institute for Innovation in Digital Healthcare, Yonsei University, Seoul, Korea
| | - Myoungho Lee
- Department of Advanced General Dentistry, Yonsei University College of Dentistry, Seoul, Korea
| | - Jaeyeon Kim
- Department of Advanced General Dentistry, Yonsei University College of Dentistry, Seoul, Korea
| | - Wonse Park
- Department of Advanced General Dentistry, Yonsei University College of Dentistry, Seoul, Korea.
- Institute for Innovation in Digital Healthcare, Yonsei University, Seoul, Korea.
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Dixon J, Tubert-Jeannin S, Davies J, van Harten M, Roger-Leroi V, Vital S, Paganelli C, Akota I, Manzanares-Cespedes MC, Murphy D, Gerber G, Quinn B, Field J. O-Health-Edu: A viewpoint into the current state of oral health professional education in Europe: Part 2: Curriculum structure, facilities, staffing and quality assurance. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:607-620. [PMID: 38258340 DOI: 10.1111/eje.12987] [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: 08/08/2023] [Revised: 10/18/2023] [Accepted: 12/18/2023] [Indexed: 01/24/2024]
Abstract
INTRODUCTION Oral health professional (OHP) education is likely to vary across Europe in accordance with an EU directive that is open to broad interpretation. It is not clear how OHP curricula are structured or delivered across Europe. The objectives of Part 2 of this paper series are: (i) to provide an overview of common practices in curriculum structure, the availability of facilities, staffing (faculty) and quality assurance processes and (ii) to consider how the existing programme structures align to stakeholder guidance documents. METHODS A total of 27 questions from a 91-item questionnaire were used for this manuscript. The questionnaire was developed following the Delphi method to establish consensus from a group of experts. Members of the research team and colleagues from other countries in Europe completed a multi-step piloting process. An online data hub was created to allow the respondents to be data controllers and respond to the questionnaire. ADEE member schools (n = 144) were invited to provide data. RESULTS Totally, 71 institutions from 25 European countries provided data between June 2021 and April 2023, which represents a response rate of 49.3% of ADEE members. Data on curriculum approaches, teaching methods, integration of topics of interest, clinical education, staff-student ratios, access to facilities and new technologies, teaching staff (faculty) and quality assurance processes are presented for Primary Dental Degree Programmes. CONCLUSION To the best of our knowledge, this series of papers are the first attempts to provide a comprehensive overview of OHP education in Europe. Results showed that the majority of European dental programmes are engaged in providing innovative and scientifically grounded education in order to develop quality future OHPs. Nevertheless, significant variability in the delivery of clinical education across the European OHP schools was notable in this dataset. A comprehensive view of the state of OHP education in Europe is not yet available but the O-Health-Edu data hub provides a means for all education providers in Europe to contribute data to reach this goal. It is anticipated that the data hub will be updated and built upon over time to continually establish a clearer picture of the state of OHP education in Europe.
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Affiliation(s)
| | | | | | - Maria van Harten
- Trinity College Dublin, Dublin, Ireland
- Association for Dental Education in Europe, Dublin, Ireland
| | | | | | | | | | | | - Denis Murphy
- Association for Dental Education in Europe, Dublin, Ireland
| | | | - Barry Quinn
- Association for Dental Education in Europe, Dublin, Ireland
- University of Liverpool, Liverpool, UK
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Mehta V, Mathur A, Chaurasia H, Obulareddy VT, D'Amico C, Fiorillo L. A Brief Review on Engaging and Interactive Learning for Children: Exploring the Potential of Metaverse-Based Oral Health Promotion. Int J Dent 2024; 2024:6679356. [PMID: 38375435 PMCID: PMC10876315 DOI: 10.1155/2024/6679356] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2023] [Revised: 12/12/2023] [Accepted: 01/10/2024] [Indexed: 02/21/2024] Open
Abstract
The importance of oral health for overall health makes it critical to establish proper oral hygiene practices in children early on. The traditional approaches to teaching children about dental health may not be successful since they may not be able to keep their interest. Metaverse technology offers a promising alternative, allowing for the design of engaging and immersive worlds that can effectively educate children about oral health. Despite the growing interest in the use of metaverse technology in healthcare, there is a lack of comprehensive reviews on its potential for oral health promotion in children. This review aims to fill this gap by providing an overview of the current state of metaverse-based oral health promotion for children, discussing its benefits and challenges, and highlighting its potential for improving children's oral health. By conducting this review, the authors hope to provide new information on the potential of metaverse-based oral health promotion for children and to contribute to the ongoing discussion on the use of metaverse technology in healthcare. This review may also provide valuable insights for dental organizations and practitioners interested in using metaverse technology to promote oral health and healthy living among children.
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Affiliation(s)
- Vini Mehta
- Department of Dental Research, Dr. D. Y. Patil Dental College and Hospital, Dr. D. Y. Patil Vidyapeeth, Pune 411018, Maharashtra, India
| | - Ankita Mathur
- Department of Dental Research, Dr. D. Y. Patil Dental College and Hospital, Dr. D. Y. Patil Vidyapeeth, Pune 411018, Maharashtra, India
| | - Himanshu Chaurasia
- Department of Dental Research, Dr. D. Y. Patil Dental College and Hospital, Dr. D. Y. Patil Vidyapeeth, Pune 411018, Maharashtra, India
| | | | - Cesare D'Amico
- Department of Biomedical and Dental Sciences, Morphological and Functional Images, University of Messina, Messina 98100, Italy
- Department of Dentistry, Faculty of Dental Sciences, University of Aldent, Tirana 1007, Albania
| | - Luca Fiorillo
- Department of Dental Research, Dr. D. Y. Patil Dental College and Hospital, Dr. D. Y. Patil Vidyapeeth, Pune 411018, Maharashtra, India
- Department of Biomedical and Dental Sciences, Morphological and Functional Images, University of Messina, Messina 98100, Italy
- Department of Dentistry, Faculty of Dental Sciences, University of Aldent, Tirana 1007, Albania
- Multidisciplinary Department of Medical-Surgical and Odontostomatological Specialties, University of Campania “Luigi Vanvitelli”, Naples 80121, Italy
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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.
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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
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Salawu YK, Stewart D, Daud A. Structures, processes and outcomes of objective structured clinical examinations in dental education during the COVID-19 pandemic: A scoping review. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:802-814. [PMID: 36337030 PMCID: PMC9877700 DOI: 10.1111/eje.12869] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/13/2021] [Revised: 08/30/2022] [Accepted: 10/28/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION Objective structured clinical examinations (OSCEs) are an essential examination tool within undergraduate dental education. Fear of spread of the COVID-19 virus led to dental institutions exploring alternative means of conducting OSCEs. The aim of this scoping review was to investigate what structures, processes and outcomes of dental OSCEs were reported during the COVID-19 pandemic. MATERIALS AND METHODS This scoping review was conducted and reported adhering to the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping review guidelines (PRISMA-ScR). Published literature was identified through a systematic search of PubMed, Embase, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Education Resources Information Center (Eric), ProQuest and Google Scholar. Identified articles were independently reviewed by two authors (KS, AD), followed by synthesis in terms of the reported structures, processes and outcomes. Articles reporting cancellation or rescheduling were also included, extracting data on reasons and any suggestions/recommendations. RESULTS The search yielded a total of 290 studies of which 239 sources were excluded after removal of duplicates, leaving 51 studies for title and abstract evaluation. Thirty-four articles were excluded as they did not report on the topic of interest, leaving 17 for full-text evaluation, of which nine were analysed according to the pre-set themes. All dental OSCEs taking place (n = 6) were conducted online whilst the remaining (n = 3) were either cancelled or rescheduled. Data on structures reported specific online videoconferencing software used and provision of staff and student training. Processes on the execution of online OSCEs varied significantly from one study to the other, providing rich data on how dental institutions may carry out such assessments tailored to their need. Information regarding outcomes was sparse, as little attention was paid to the results of the students compared to pre-pandemic, lacking investigation into reliability and validity of online dental OSCEs. CONCLUSION Dental OSCEs could be conducted online implementing well-planned structures and processes; however, further evidence is needed to prove its reliability and validity based on outcomes. Dental institutions may need to consider alternative methods to assess practical competencies if online OSCEs are to take place.
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Affiliation(s)
- Yetunde Kemi Salawu
- Together Dental Corporate Dentistry Group, and Community Dental ServicesEssexUK
| | - Derek Stewart
- College of Pharmacy, QU HealthQatar UniversityDohaQatar
| | - Alaa Daud
- College of Dental Medicine, QU HealthQatar UniversityDohaQatar
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Carpegna G, Scotti N, Alovisi M, Comba A, Berutti E, Pasqualini D. Endodontic microsurgery virtual reality simulation and digital workflow process in a teaching environment. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023. [PMID: 37715540 DOI: 10.1111/eje.12946] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2023] [Revised: 04/22/2023] [Accepted: 07/30/2023] [Indexed: 09/17/2023]
Abstract
INTRODUCTION Computer simulations are stimulating increased attention in dentistry. Augmented reality superimposes a virtual scenario over an existing reality and allows interaction with it. Virtual reality (VR) simulates a fully immersive situation permitting the user to experience the full environment in real time. Haptic technology provides tactile and realistic force feedback for the user to experience the immersive situation as if they were really there. Preclinical training is important to gain familiarity with difficult surgical techniques and to implement interpersonal skills. Developing a valid assessment of surgical simulation is challenging. This paper wants to present a newly realized VR simulation in endodontic microsurgery through the developmental digital workflow, the demonstration of a haptic VR scenario and student self-assessment and self-reflection feedback. METHODS The volumes were exported in a stereolithography format to prepare and optimize in terms of shape and shade for the VR simulation. The graphics and touchable haptic solid were created using Virteasy Editor, which allows the transformation of 3D surfaces into graphical and volumetric haptic solids depending on their material (enamel, dentine, pulp and bone). Users were asked to execute the osteotomy and root-resection preparation. The assessment criteria were determined, and the feedback statements were created by a questionnaire with fixed answers. Objective and qualitative criteria for assessing the preparation were obtained from the literature. RESULTS This study provides proof that it is possible to provide reliable and clinically relevant qualitative feedback with a VR simulator. CONCLUSION VR simulation offers an innovative approach with all the benefits of clinical experience. It permits you to save your own progress and review the assessment at any time.
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Affiliation(s)
- Giorgia Carpegna
- Department of Surgical Sciences, Dental School, University of Turin, Turin, Italy
| | - Nicola Scotti
- Department of Surgical Sciences, Dental School, University of Turin, Turin, Italy
| | - Mario Alovisi
- Department of Surgical Sciences, Dental School, University of Turin, Turin, Italy
| | - Allegra Comba
- Department of Surgical Sciences, Dental School, University of Turin, Turin, Italy
| | - Elio Berutti
- Department of Surgical Sciences, Dental School, University of Turin, Turin, Italy
| | - Damiano Pasqualini
- Department of Surgical Sciences, Dental School, University of Turin, Turin, Italy
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Ye JJ, Zhao YK, Teng ZS, Ye HW, Yuan Q, Nie X. Behavior analysis and formative assessments in online oral medicine education during the COVID-19 pandemic. World J Clin Cases 2023; 11:5063-5072. [PMID: 37583861 PMCID: PMC10424009 DOI: 10.12998/wjcc.v11.i21.5063] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/21/2023] [Revised: 06/10/2023] [Accepted: 07/03/2023] [Indexed: 07/26/2023] Open
Abstract
BACKGROUND During the coronavirus disease 2019 (COVID-19) pandemic, traditional teaching methods were disrupted and online teaching became a new topic in education reform and informatization. In this context, it is important to investigate the necessity and effectiveness of online teaching methods for medical students. This study explored stomatology education in China to evaluate the development and challenges facing the field using massive open online courses (MOOCs) for oral medicine education during the pandemic. AIM To investigate the current situation and challenges facing stomatology education in China, and to assess the necessity and effectiveness of online teaching methods among medical students. METHODS Online courses were developed and offered on personal computers and mobile terminals. Behavioral analysis and formative assessments were conducted to evaluate the learning status of students. RESULTS The results showed that most learners had already completed MOOCs and achieved better results. Course behavior analysis and student surveys indicated that students enjoyed the learning experience. However, the development of oral MOOCs during the COVID-19 pandemic faced significant challenges. CONCLUSION This study provides insights into the potential of using MOOCs to support online professional learning and future teaching innovation, but emphasizes the need for careful design and positive feedback to ensure their success.
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Affiliation(s)
- Jia-Jia Ye
- Department of Stomatology, School and Hospital of Stomatology, Wenzhou Medical University, Wenzhou 325000, Zhejiang Province, China
| | - Ye-Ke Zhao
- Department of Stomatology, School and Hospital of Stomatology, Wenzhou Medical University, Wenzhou 325000, Zhejiang Province, China
| | - Zhi-Sheng Teng
- Department of Stomatology, School and Hospital of Stomatology, Wenzhou Medical University, Wenzhou 325000, Zhejiang Province, China
| | - Hui-Wu Ye
- College of Arts and Humanities, Arkansas Tech University, Russellville, AS 72801, United States
| | - Qin Yuan
- Department of Stomatology, School and Hospital of Stomatology, Wenzhou Medical University, Wenzhou 325000, Zhejiang Province, China
| | - Xin Nie
- Department of Stomatology, School and Hospital of Stomatology, Wenzhou Medical University, Wenzhou 325000, Zhejiang Province, China
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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.
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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
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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.
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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
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Analysis of Deep Learning Techniques for Dental Informatics: A Systematic Literature Review. Healthcare (Basel) 2022; 10:healthcare10101892. [PMID: 36292339 PMCID: PMC9602147 DOI: 10.3390/healthcare10101892] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2022] [Revised: 08/30/2022] [Accepted: 08/31/2022] [Indexed: 12/04/2022] Open
Abstract
Within the ever-growing healthcare industry, dental informatics is a burgeoning field of study. One of the major obstacles to the health care system’s transformation is obtaining knowledge and insightful data from complex, high-dimensional, and diverse sources. Modern biomedical research, for instance, has seen an increase in the use of complex, heterogeneous, poorly documented, and generally unstructured electronic health records, imaging, sensor data, and text. There were still certain restrictions even after many current techniques were used to extract more robust and useful elements from the data for analysis. New effective paradigms for building end-to-end learning models from complex data are provided by the most recent deep learning technology breakthroughs. Therefore, the current study aims to examine the most recent research on the use of deep learning techniques for dental informatics problems and recommend creating comprehensive and meaningful interpretable structures that might benefit the healthcare industry. We also draw attention to some drawbacks and the need for better technique development and provide new perspectives about this exciting new development in the field.
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Pang M, Zhao X, Lu D, Dong Y, Jiang L, Li J, Ji P. Preliminary User Evaluation of a New Dental Technology Virtual Simulation System: Development and Validation Study. JMIR Serious Games 2022; 10:e36079. [PMID: 36094803 PMCID: PMC9513693 DOI: 10.2196/36079] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/01/2022] [Revised: 05/31/2022] [Accepted: 07/21/2022] [Indexed: 11/19/2022] Open
Abstract
Background With the advancements in the dental health care industry, the demand for dental technicians has increased. Dental technicians should be thoroughly assessed and trained in practical skills and pass professional certification examinations to ensure that they are competent to work closely with dentists. Unfortunately, such training courses and tests are in short supply worldwide. The use of virtual simulation technology can help solve these problems. Objective This study presents a new strategic framework design for a certified dental technician practical examination called as the certified Objective Manipulative Skill Examination of Dental Technicians (OMEDT), which is based on the Objective Structured Clinical Examination (OSCE). We present the development and validation of the OMEDT system, a new virtual simulated training system, to meet the demands of the OMEDT framework. The combination of OMEDT and the OMEDT system can solve the complex problems encountered in the certified dental technician practical examination with excellent efficiency, high quality, and low cost. Methods The OMEDT framework design was constructed according to the OSCE guide and the Chinese vocational skill standards for dental technicians. To develop the OMEDT system, we organized a new framework based on the virtual learning network platform, the haptic feedback system, and the real-time dental training and evaluation system. The effectiveness evaluation of the OMEDT system was divided into 2 phases: in the first phase, 36 students were recruited to use the test module to finish the task and their performance data were collected and analyzed; and in the second phase, a questionnaire was administered to 30 students who used the system for their studies and graduation exams. Results The OMEDT and the corresponding skill training virtual simulation OMEDT system were developed, and preliminary user evaluation was performed to assess their effectiveness and usefulness. The OMEDT system was found to improve students’ practical skills by training with the evaluation results. In addition, several key research topics were explored, including the effects of positive feedback of the knowledge of results on the improvement of the students’ skill level and the common sense transformation of educators in the virtual simulation technology environment. Conclusions The development of OMEDT and the OMEDT system has been completed and their effectiveness has been verified.
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Affiliation(s)
- Mengwei Pang
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
| | - Xiaohan Zhao
- State Key Laboratory of Virtual Reality Technology and Systems, Beihang University, Beijing, China
| | - Daiyu Lu
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
| | - Yihan Dong
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
| | - Lin Jiang
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
| | - Jie Li
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
| | - Ping Ji
- College of Stomatology, Chongqing Medical University, Chongqing, China.,Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China.,Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China.,Stomatological Hospital of Chongqing Medical University, Chongqing, China
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Duman S, Çelik Özen D, Duman ŞB. Metaverse in paediatric dentistry. Eur Arch Paediatr Dent 2022; 23:655-656. [PMID: 35821383 DOI: 10.1007/s40368-022-00733-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Accepted: 06/23/2022] [Indexed: 10/17/2022]
Affiliation(s)
- S Duman
- Department of Paediatric Dentistry, Faculty of Dentistry, Inonu University, 44280, Malatya, Turkey.
| | - D Çelik Özen
- Department of Oral and Maxillofacial Radiology, Faculty of Dentistry, Inonu University, Malatya, Turkey
| | - Ş B Duman
- Department of Oral and Maxillofacial Radiology, Faculty of Dentistry, Inonu University, Malatya, Turkey
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Towers A, Dixon J, Field J, Martin R, Martin N. Combining virtual reality and 3D-printed models to simulate patient-specific dental operative procedures-A study exploring student perceptions. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:393-403. [PMID: 34498360 DOI: 10.1111/eje.12715] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2020] [Accepted: 09/06/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Students face a number of challenges in translating the skills acquired in pre-clinical simulation environments to the delivery of real patient care. These are particularly emphasised for complex operative procedures such as tooth preparations for indirect restorations. This paper reports student perceptions of a novel approach designed to improving student confidence when undertaking operative procedures on patients for the first time, by providing patient-specific simulation using virtual reality (VR) and 3D-printed models of the student's real clinical case. MATERIALS AND METHODS Students practised on patient-specific models, in the presence of a clinical tutor, firstly using VR simulation then with 3D-printed models in a clinical skills laboratory. The students then carried out the operative procedure on their patients, on the third occasion of practice. After providing the treatment for their patients, students attended a semi-structured interview to discuss their experiences. The qualitative data were analysed using two forms of inductive analysis. RESULTS Students most frequently cited: the value of the educator, increased confidence and efficiency during the clinical procedure, improved patient confidence and the complementary benefits of the two simulation modalities. Thematic analysis of participants' responses uncovered five key themes: The value of virtual reality dental simulators The value of clinical skills laboratory simulation with 3D-printed models The value of educator engagement The impact on the clinical procedure and the patient The VR and clinical skills laboratory balance CONCLUSION: This paper reports the early findings of an intervention that improves dental student confidence through the use of patient-specific VR exercises and 3D-printed models. These provided an incremental learning experience for an operative clinical procedure, prior to treatment of the live patient. Early results suggest this is a positive experience for the students, providing a valuable contribution to their confidence and preparedness.
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Affiliation(s)
- Ashley Towers
- The University of Sheffield, School of Clinical Dentistry, Sheffield, UK
| | - Jonathan Dixon
- The University of Sheffield, School of Clinical Dentistry, Sheffield, UK
| | - James Field
- Cardiff University, School of Dentistry, Cardiff, UK
| | - Rachel Martin
- The University of Sheffield, School of Clinical Dentistry, Sheffield, UK
| | - Nicolas Martin
- The University of Sheffield, School of Clinical Dentistry, Sheffield, UK
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Moussa R, Alghazaly A, Althagafi N, Eshky R, Borzangy S. Effectiveness of Virtual Reality and Interactive Simulators on Dental Education Outcomes: Systematic Review. Eur J Dent 2022; 16:14-31. [PMID: 34428851 PMCID: PMC8890935 DOI: 10.1055/s-0041-1731837] [Citation(s) in RCA: 43] [Impact Index Per Article: 21.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022] Open
Abstract
In recent years, virtual reality and interactive digital simulations have been used in dental education to train dental students before interacting with real patients. Scientific evidence presented the application of virtual technology in dental education and some recent publications suggested that virtual and haptic technologies may have positive effects on dental education outcomes. The aim of this systematic review was to determine whether virtual technologies have positive effects on dental education outcomes and to explore the attitudes of dental students and educators toward these technologies. A thorough search was conducted in PubMed, Scopus, MEDLINE (via EBSCO), The Cochrane Library (via Wiley), Web of Science Core Collection (via Thomson Reuters), and Dentistry and Oral Science source (via EBSCO) using the keywords (student, dental) AND (education, dental) AND (virtual reality) OR (augmented reality) OR (haptics) OR (simulation) AND (dentistry) OR (dental medicine). The quality of the reported information was assessed following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement for systematic reviews. A total of 73 publications were considered for this review. Fifty-two of the selected studies showed significant improvement in educational outcomes and virtual technologies were positively perceived by all the participants. Within the limitations of this review, virtual technology appears to improve education outcomes in dental students. Further studies with larger samples and longer term clinical trials are needed to substantiate this potential positive impact of various virtual technologies on dental education outcomes.
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Affiliation(s)
- Rania Moussa
- Department of Substitutive Dental Sciences, College of Dentistry, Taibah University, Medinah, Saudi Arabia
| | - Amira Alghazaly
- Department of Restorative Dental Sciences, College of Dentistry, Taibah University, Medinah, Saudi Arabia
| | - Nebras Althagafi
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, Taibah University, Medinah, Saudi Arabia
| | - Rawah Eshky
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, Taibah University, Medinah, Saudi Arabia
| | - Sary Borzangy
- Department of Substitutive Dental Sciences, College of Dentistry, Taibah University, Medinah, Saudi Arabia
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Significance of Haptic and Virtual Reality Simulation (VRS) in the Dental Education: A Review of Literature. APPLIED SCIENCES-BASEL 2021. [DOI: 10.3390/app112110196] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The significance of haptic and virtual reality (VR) has been acknowledged by eminent dental professionals and has transformed dental teaching in the modern dental world. With this novel technological concept, students can interact with digital simulation on the screen and learn treatment skills before transferring them to real situations. This is helpful for gaining skills confidence, revising exercises again and again without the waste of materials, and for student assessment controlled by a teacher or tutor. It is a promising technology to enhance dental education for the new era of post COVID-19 practice due to noncontact patient training environments. It can create a safe learning environment for the teacher and learner or participant. The prospect of this literature review is to highlight the significance and clinical applications of virtual reality and simulations in undergraduate dental education.
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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.
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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
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