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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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Antunes D, Mayeur O, Mauprivez C, Nicot R. 3D-printed model for gingival flap surgery simulation: Development and pilot test. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:698-706. [PMID: 38385699 DOI: 10.1111/eje.12998] [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: 11/15/2022] [Revised: 11/25/2023] [Accepted: 02/04/2024] [Indexed: 02/23/2024]
Abstract
INTRODUCTION To assess the feasibility of a realistic model for learning oral flaps using 3D printing technology. MATERIALS AND METHODS A mould was designed to reproduce the mandibular gingival mucosa, and a mandibular model was created using a three-dimensional printer for training undergraduate students to perform gingival flaps. After a short interview about its use, the participants were asked to use the simulator and provide feedback using a 5-point Likert questionnaire. RESULTS The 3D-printed oral surgery flap training model was practical and inexpensive. The model was very realistic, educational and useful for hands-on training. CONCLUSIONS 3D printing technology offers new possibilities for training in dental treatments that are currently difficult to replicate. The use of this simulator for oral flap surgery was well-received and considered promising by the participants.
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Affiliation(s)
- David Antunes
- Department of Oral Surgery, University Hospital of Reims, Reims, France
| | - Olivier Mayeur
- CNRS, Centrale Lille, Univ. Lille, UMR 9013 - LaMcube - Laboratoire de Mécanique, Multiphysique, Multiéchelle, Lille, France
| | - Cédric Mauprivez
- Department of Oral Surgery, University Hospital of Reims, Reims, France
- University of Reims Champagne-Ardenne, UFR Odontology, Reims, France
| | - Romain Nicot
- CNRS, Centrale Lille, Univ. Lille, UMR 9013 - LaMcube - Laboratoire de Mécanique, Multiphysique, Multiéchelle, Lille, France
- Univ. Lille, CHU Lille, INSERM, Department of Oral and Maxillofacial Surgery, INSERM U1008 - Advanced Drug Delivery Systems, Lille, France
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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. [PMID: 38634400 DOI: 10.1002/jdd.13552] [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: 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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Nassani LM, Bencharit S, Schumacher F, Lu WE, Resende R, Fernandes GVO. The Impact of Technology Teaching in the Dental Predoctoral Curriculum on Students' Perception of Digital Dentistry. Dent J (Basel) 2024; 12:75. [PMID: 38534299 DOI: 10.3390/dj12030075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2024] [Revised: 02/20/2024] [Accepted: 03/08/2024] [Indexed: 03/28/2024] Open
Abstract
The goal was to assess dental students' perception of digital technologies after participating in a CAD/CAM exercise for scanning, designing, and manufacturing computer-aided provisional fixed dental restorations. A survey was conducted among second- (pre-D2 and post-D2), first- (D1, negative control), third-, and fourth-year dental students (D3 and D4, positive controls). Only OSU College of Dentistry students who completed the activity and completed the surveys were included. Seven questions were rated, which evaluated changes in knowledge, skill, interest, the importance of technology availability in an office, patients' perception of technology, the importance of having the technology, and the expected frequency of clinics utilizing the technology. Statistical analysis was performed with a significance level of 0.05. A total of 74 pre-D2 and 77 post-D2 questionnaires were completed. Additionally, 63 D1, 43 D3, and 39 D4 participants responded to the survey. Significant differences were found for "knowledge" and "skill" between the pre-D2 and post-D2 and pre-D2 and control groups (p < 0.001). There was a significant difference between the post-D2 participants and all the controls in terms of "interest" (p = 0.0127) and preference for in-practice technology availability (p < 0.05). There were significant results between the post-D2 participants and all the controls regarding the importance of technology availability in an office (p < 0.001) and the expected frequency of clinics utilizing the technology (p = 0.01). No significance was found for "value of technology to patients" and "the importance of having the technology". The presence of technology in practice and in educational academic environments significantly improved students' interest and perception of their knowledge and skill.
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Affiliation(s)
- Leonardo M Nassani
- Division of Restorative and Prosthetic Dentistry, The Ohio State University College of Dentistry, 3005F Postle Hall, 305 W 12th Ave, Columbus, OH 43210, USA
| | - Sompop Bencharit
- Department of Oral Rehabilitation, Medical University of South Carolina College of Dental Medicine, BSB 335C, 175 Ashley Ave, Charleston, SC 29425, USA
| | - Fernanda Schumacher
- Division of Biostatistics, The Ohio State University College of Public Health, 280A Cunz Hall, 1841 Neil Ave, Columbus, OH 43210, USA
| | - Wei-En Lu
- Department of Biostatistics, The Ohio State University College of Arts and Sciences, 305E Cockins Hall, 1958 Neil Ave, Columbus, OH 43210, USA
| | - Rodrigo Resende
- Faculty of Dentistry, Fluminense Federal University, Niteroi 24020-140, RJ, Brazil
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Mai HN, Ngo HC, Cho SH, Duong CP, Mai HY, Lee DH. Effectiveness of virtual reality interactive simulation practice in prosthodontic education: A systematic review and meta-analysis. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024. [PMID: 38433575 DOI: 10.1111/eje.12997] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2023] [Accepted: 02/04/2024] [Indexed: 03/05/2024]
Abstract
INTRODUCTION Virtual reality-based interactive simulation (VRIS) provides a safe and controlled environment for dental students and professionals to develop skills and knowledge. This study aimed to investigate the effectiveness of using the VRIS for prosthodontic practice and to explore the trends, application areas, and users' attitudes towards VRIS. MATERIALS AND METHODS This review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for searching studies published until 21 March 2023 that reported quantitative or qualitative learning outcomes related to the use of VRIS for dental prosthodontic practice and clinical training. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument (MERSQI) and Newcastle-Ottawa Scale-Education (NOS-E) tools. A random-effects meta-analysis was conducted to compare the intervention group (utilizing VRIS) and the control group (employing conventional prosthodontic training methods) based on performance skill scores and task completion time, with a significance level set at <.05. RESULTS The meta-analysis revealed that the utilization of VRIS generally improves students' performance scores (SMD = 1.04; 95% CI, -0.35 to 2.44; I2 > 50%; p = .13) and reduces task completion time (SMD = -0.03; 95% CI, 1.39-7.72; I2 > 50%; p = .93). Notably, using VRIS significantly enhanced the performance scores in implant surgery practice (SMD = 0.26; 95% CI, 0.09-0.42; p < .05). Additionally, the VRIS method significantly reduced task completion time in the cavity restorative preparation task (SMD = -1.19; 95% CI, -1.85 to -0.53; p < .05). CONCLUSION Engaging in practice with VRIS has the potential to enhance learning proficiency in prosthodontic education. The advantages associated with VRIS encompass the provision of immediate feedback, decreased task completion time, heightened confidence and motivation, accelerated skill acquisition, improved performance scores, and increased learning engagement.
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Affiliation(s)
- Hang-Nga Mai
- Institute for Translational Research in Dentistry, School of Dentistry, Kyungpook National University, Daegu, Republic of Korea
- Dental School of Hanoi University of Business and Technology, Hanoi, Vietnam
| | - Hien Chi Ngo
- UWA Dental School, University of Western Australia, Perth, Western Australia, Australia
| | - Seok-Hwan Cho
- Department of Prosthodontics, University of Iowa College of Dentistry and Dental Clinics, Iowa City, Iowa, USA
| | - Chau Pham Duong
- Dental School of Hanoi University of Business and Technology, Hanoi, Vietnam
| | - Hai Yen Mai
- School of Dentistry, Hanoi Medical University, Hanoi, Vietnam
| | - Du-Hyeong Lee
- Institute for Translational Research in Dentistry, School of Dentistry, Kyungpook National University, Daegu, Republic of Korea
- Department of Prosthodontics, School of Dentistry, Kyungpook National University, Daegu, Republic of Korea
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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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7
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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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Celik HK, Koc S, Kustarci A, Caglayan N, Rennie AE. The state of additive manufacturing in dental research - A systematic scoping review of 2012-2022. Heliyon 2023; 9:e17462. [PMID: 37484349 PMCID: PMC10361388 DOI: 10.1016/j.heliyon.2023.e17462] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Revised: 06/08/2023] [Accepted: 06/19/2023] [Indexed: 07/25/2023] Open
Abstract
Background/purpose Additive manufacturing (AM), also known as 3D printing, has the potential to transform the industry. While there have been advancements in using AM for dental restorations, there is still a need for further research to develop functional biomedical and dental materials. It's crucial to understand the current status of AM technology and research trends to advance dental research in this field. The aim of this study is to reveal the current status of international scientific publications in the field of dental research related to AM technologies. Materials and methods In this study, a systematic scoping review was conducted using appropriate keywords within the scope of international scientific publishing databases (PubMed and Web of Science). The review included related clinical and laboratory research, including both human and animal studies, case reports, review articles, and questionnaire studies. A total of 187 research studies were evaluated for quantitative synthesis in this review. Results The findings highlighted a rising trend in research numbers over the years (From 2012 to 2022). The most publications were produced in 2020 and 2021, with annual percentage increases of 25.7% and 26.2%, respectively. The majority of AM-related publications in dentistry research originate from Korea. The pioneer dental sub-fields with the ost publications in its category are prosthodontics and implantology, respectively. Conclusion The final review result clearly stated an expectation for the future that the research in dentistry would concentrate on AM technologies in order to increase the new product and process development in dental materials, tools, implants and new generation modelling strategy related to AM. The results of this work can be used as indicators of trends related to AM research in dentistry and/or as prospects for future publication expectations in this field.
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Affiliation(s)
- H. Kursat Celik
- Dept. of Agr. Machinery and Technology Engineering, Akdeniz University, Antalya, 07070, Turkey
| | - Simay Koc
- Dept. of Endodontics, Fac. of Dentistry, Akdeniz University, Antalya, Turkey
| | - Alper Kustarci
- Dept. of Endodontics, Fac. of Dentistry, Akdeniz University, Antalya, Turkey
| | - Nuri Caglayan
- Dept. of Mechatronics, Fac. of Engineering, Akdeniz University, Antalya, Turkey
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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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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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11
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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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