1
|
Choi S, Choi J, Peters OA, Peters CI. Design of an interactive system for access cavity assessment: A novel feedback tool for preclinical endodontics. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:1031-1039. [PMID: 36655941 DOI: 10.1111/eje.12895] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/12/2022] [Revised: 12/04/2022] [Accepted: 01/15/2023] [Indexed: 06/17/2023]
Abstract
INTRODUCTION A software program was developed to provide visual, guided feedback to students for access cavity preparations in preclinical learning. The specific aim of the study was to investigate students' overall experiences with the new learning method and compare their experiences with traditional teaching. MATERIALS AND METHODS A workflow based on freely available software was designed to interactively register three-dimensional models of molars with access cavities, and to metrically compare these to instructor-prepared standard cavities. Third-year students practicing molar endodontics access cavity preparation in the preclinical course were then surveyed. A total of 44/79 students completed self-administered questionnaires prior and after the use of the feedback software to gauge their learning experience. RESULTS The results of the post-training questionnaire illustrated that all surveyed students agreed/strongly agreed that the software assisted their learning in access cavity preparation. In addition, 86 and 89%, respectively, of students agreed that the use of the software improved their skills of access cavity preparation and felt more confident about their access cavity preparation skills after using the software package, 3D Dental Align. DISCUSSION The presented software solution permitted setting and comparing access cavity preparations by students against a standard access prepared by an instructor. The process of data acquisition and registration was fast and straightforward. Student feedback was very positive and suggested the integration of this type of experiential learning into the preclinical curriculum. CONCLUSION This feasibility study demonstrated the utility of the new technology to assist dental students' access cavity preparation learning.
Collapse
Affiliation(s)
- Seongwon Choi
- School of Dentistry, The University of Queensland, Herston, Queensland, Australia
| | - Jiwon Choi
- School of Dentistry, The University of Queensland, Herston, Queensland, Australia
| | - Ove A Peters
- School of Dentistry, The University of Queensland, Herston, Queensland, Australia
| | - Christine I Peters
- School of Dentistry, The University of Queensland, Herston, Queensland, Australia
| |
Collapse
|
2
|
Li S, Yi C, Yu Z, Wu A, Zhang Y, Lin Y. Accuracy assessment of implant placement with versus without a CAD/CAM surgical guide by novices versus specialists via the digital registration method: an in vitro randomized crossover study. BMC Oral Health 2023; 23:426. [PMID: 37370027 PMCID: PMC10294323 DOI: 10.1186/s12903-023-03116-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Accepted: 06/07/2023] [Indexed: 06/29/2023] Open
Abstract
BACKGROUND Many studies demonstrated that surgical guides might reduce discrepancies compared with freehand implant placement. This randomized crossover study aimed to assess the effects of approaches, practitioners' experience and learning sequences on the accuracy of single tooth implantation via digital registration method. No similar study was found. METHODS This in vitro randomized crossover study enrolled 60 novice students (Group S) and 10 experienced instructors (Group I). Sixty students were randomly and evenly assigned to two groups (Group SA and SB). In Group SA, 30 students first performed single molar implant on a simulation model freehand (Group SAFH), and then with a CAD/CAM surgical guide (Group SASG). In Group SB, another 30 students first performed guided (Group SBSG) and then freehand (Group SBFH). Ten instructors were also divided into Group IAFH/IASG (n = 5) and IBSG/IBFH (n = 5) following the same rules. The accuracy of implant placement was assessed by the coronal and apical distance (mm) and angular (°) deviations using the digital registration method. T tests and nonparametric tests were used to compare the results among different groups of approaches, experience and sequences. RESULTS For students, the coronal and apical distance and the angular deviations were significantly lower in surgical guide group than freehand group in total and in learning freehand first subgroup, but for learning surgical guide first subgroup the apical distance deviation showed no significant difference between two approaches. For students, the angular deviation of freehand group was significantly lower in learning surgical guide first group than learning freehand first group. For instructors, the coronal and apical distance and angular deviations showed no significant difference between two approaches and two sequences. For freehand approach, the coronal and apical distance and the angular deviations were significantly higher in student group than instructor group, while not significantly different between two groups for surgical guide approach. CONCLUSIONS For novices, using a surgical guide for the first implant placement may reduce the potential deviations compared with freehand surgery, and may reach a comparable accuracy with that of specialists. For simple single molar implantation, the surgical guide may not be significantly helpful for experienced specialists.
Collapse
Affiliation(s)
- Sha Li
- Department of Oral Implantology, Peking University School and Hospital of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Research Center of Oral Biomaterials and Digital Medical Devices & Beijing Key Laboratory of Digital Stomatology, 22 Zhongguancun South Avenue, Haidian District, 100081, Beijing, P. R. China
| | - Chun Yi
- Department of Oral Implantology, Peking University School and Hospital of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Research Center of Oral Biomaterials and Digital Medical Devices & Beijing Key Laboratory of Digital Stomatology, 22 Zhongguancun South Avenue, Haidian District, 100081, Beijing, P. R. China
| | - Ziyang Yu
- Department of Oral Implantology, Peking University School and Hospital of Stomatology Center of Digital, Dentistry, Peking University School and Hospital of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Research Center of Oral Biomaterials and Digital Medical Devices & Beijing Key Laboratory of Digital Stomatology, Beijing, P. R. China
| | - Aozhou Wu
- Department of Epidemiology, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
| | - Yu Zhang
- Department of Oral Implantology, Peking University School and Hospital of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Research Center of Oral Biomaterials and Digital Medical Devices & Beijing Key Laboratory of Digital Stomatology, 22 Zhongguancun South Avenue, Haidian District, 100081, Beijing, P. R. China.
| | - Ye Lin
- Department of Oral Implantology, Peking University School and Hospital of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Research Center of Oral Biomaterials and Digital Medical Devices & Beijing Key Laboratory of Digital Stomatology, 22 Zhongguancun South Avenue, Haidian District, 100081, Beijing, P. R. China.
| |
Collapse
|
3
|
Yilmaz H, Eglenen MN, Cakmak G, Yilmaz B. Effect of Impression Technique and Operator Experience on Impression Time and Operator-Reported Outcomes. J Prosthodont 2021; 30:676-683. [PMID: 33533132 DOI: 10.1111/jopr.13340] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/28/2021] [Indexed: 12/31/2022] Open
Abstract
PURPOSE To investigate the effect of impression technique (conventional preliminary alginate and digital scan) and operator experience in impression making (experienced in digital and conventional, experienced in conventional and inexperienced in digital, and inexperienced in conventional and digital) on impression time, satisfaction and stress levels, and the preference of the operators. MATERIAL AND METHODS One patient was assigned for each of the 60 operators, who were experienced in impression techniques at different levels (Group 1: experienced in conventional and digital, Group 2: experienced in conventional and inexperienced in digital, Group 3: inexperienced in conventional and digital). They made conventional impressions (irreversible hydrocolloid) and digital scans (Trios 3) from the same patient. The impression times were recorded at each step (patient registration, maxillary arch, mandibular arch, and bite registration) and in total. A visual analog scale (VAS) was used for the operator satisfaction for applicability, comfort, and hygiene; the State-Trait Anxiety Inventory form (STAI-TX1) was used for stress, and a questionnaire was completed to measure the operator's impression preference. The data were analyzed with a 2-way ANOVA and Chi-square test (α = 0.05). RESULTS A significant interaction was found between the operator experience in impression making and the impression technique on time for maxillary and mandibular arch impressions and total time (p ≤ 0.002). Operator experience and impression technique interaction had a significant effect on comfort and average VAS scores (p ≤ 0.016). Whereas, no significant effect of this interaction was found on stress (p ≥ 0.195). Operator experience in impression making had a significant effect on applicability (p < 0.001), and the impression technique had a significant effect on hygiene VAS scores (p < 0.001). Operators in Group 1 and Group 3 preferred the digital scans, however, operators in Group 2 had no preference (p = 0.022). CONCLUSION Operator experience in impression making and impression technique had varying effects on clinician's impression time, comfort, applicability, hygiene, and preference. Operators needed less time for the impressions they were experienced with. Operator stress level was not affected by the operator experience in impression making and the impression technique. Dental students and operators experienced in both techniques were satisfied with the digital scans and they preferred digital scans. Operators experienced with conventional impressions were satisfied with conventional impressions but didn't have a preference for the impression type.
Collapse
Affiliation(s)
- Hakan Yilmaz
- Department of Orthodontics, Faculty of Dentistry, Yeditepe University, Istanbul, Turkey
| | - Merve Nur Eglenen
- Department of Orthodontics, Faculty of Dentistry, Yeditepe University, Istanbul, Turkey.,Department of Orthodontics, Faculty of Dentistry, Istanbul Okan University, Istanbul, Turkey
| | - Gulce Cakmak
- Department of Prosthodontics, Faculty of Dentistry, Istanbul Okan University, Istanbul, Turkey
| | - Burak Yilmaz
- Department of Reconstructive Dentistry and Gerodontology, School of Dental Medicine, University of Bern, Bern, Switzerland.,Department of Restorative, Preventive and Pediatric Dentistry, School of Dental Medicine, University of Bern, Bern, Switzerland.,Division of Restorative and Prosthetic Dentistry, The Ohio State University, Columbus, OH
| |
Collapse
|
4
|
Johnson KS, Schmidt AM, Bader JD, Spallek H, Rindal DB, Enstad CJ, Fricton JR, Asche SE, Kane SM, Thirumalai V, Godlevsky OV, Johnson NJ, Acharya A, Rush WA. Dental Decision Simulation (DDSim): Development of a virtual training environment. J Dent Educ 2020; 84:1284-1293. [PMID: 32702778 DOI: 10.1002/jdd.12303] [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: 11/11/2019] [Revised: 06/11/2020] [Accepted: 07/02/2020] [Indexed: 11/10/2022]
Abstract
PURPOSE Case-based simulations are powerful training tools that can enhance learning and drive behavior change. This is an overview of the design/development of Dental Decision Simulation (DDSim), a web-based simulation of an electronic dental record (EDR). The purpose was to use DDSim to train dentists to make evidence-based treatment planning decisions consistent with current evidence. This simulated EDR provides case-based information in support of a set of defined evidence-based learning objectives. METHODS The development of this complex simulation model required coordinated efforts to create several components: identify behavior changes, case authoring mechanism, create virtual patient visits, require users to make treatment plan decisions related to learning objectives, and a feedback mechanism to help users recognize departures from those learning objectives. This simulation was evaluated in a 2-arm, clinic-randomized, controlled pilot study examining the extent to which DDSim changed dentists' planned treatment to conform to evidence-based treatment guidelines relative to change in dentists not exposed to DDSim. Outcomes were measured by comparing preintervention and postintervention patient EDR treatment data. RESULTS Changes in behavior over time did not favor intervention or control clinics. CONCLUSION DDSim provides a standardized learning platform that cannot be achieved through the use of live patients. Both live patients and case-based simulations can be used to transfer knowledge and skill development. DDSim offers the advantage of providing a platform for developing treatment planning skills in a low-risk environment. However, further research examining behavior change is needed.
Collapse
Affiliation(s)
| | | | - James D Bader
- Department of Operative Dentistry, University of North Carolina School of Dentistry, Chapel Hill, North Carolina, USA
| | - Heiko Spallek
- Dean, University of Sydney School of Dentistry, Sydney, Australia
| | - D Brad Rindal
- HealthPartners Institute, Minneapolis, Minnesota, USA
| | | | | | | | - Sheryl M Kane
- HealthPartners Institute, Minneapolis, Minnesota, USA
| | | | | | - Neil J Johnson
- HealthPartners Institute, Minneapolis, Minnesota, USA.,Centennial Lakes Dental Group, Minneapolis, Minnesota, USA
| | - Amit Acharya
- Marshfield Clinic Research Institute, Marshfield, Wisconsin, USA
| | | |
Collapse
|
5
|
Schlenz MA, Michel K, Wegner K, Schmidt A, Rehmann P, Wöstmann B. Undergraduate dental students' perspective on the implementation of digital dentistry in the preclinical curriculum: a questionnaire survey. BMC Oral Health 2020; 20:78. [PMID: 32188456 PMCID: PMC7079522 DOI: 10.1186/s12903-020-01071-0] [Citation(s) in RCA: 29] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2019] [Accepted: 03/10/2020] [Indexed: 11/17/2022] Open
Abstract
Background Digitalisation is an expanding field in dentistry and implementation of digital teaching methods in dental education is an essential part of modern education. Therefore, two digital training modules were implemented in the preclinical curriculum at the Justus Liebig University Giessen. The aim of this study was to assess the students’ perspective on the implementation with a questionnaire survey. Methods Since the fall term 2017/18, students of the course of dental prosthodontics I attended the training module I, where they learned to use computer-aided learning (CAL) approaches for the digital analysis of tooth preparations. In training module II, students of the course of dental prosthodontics II learned how to manufacture a computer-aided design/computer-aided manufacturing restoration. After the completion of the training modules, all students starting with the fall term 2017/18 to the spring term 2019 were asked to fill in a questionnaire regarding the aspects of handling, didactic benefit, motivation, and overall assessment. Results Students rated the implementation of digital aspects in teaching as positive in terms of handling, didactic benefit, and motivation, but gave preference to the assessment of the tooth preparations by dental instructors. In addition, students assessed the feedback from the faculty regarding tips and tricks better than the digital feedback. More than 90% of the students indicated that they could imagine using an intraoral scanner for treatment of patients in the dental office in future. Conclusions The results of the present study revealed a positive perspective of students on the implementation of digital dentistry in the preclinical curriculum. However, difficulties with CAL systems were reported and most students preferred evaluation of preparation by dental instructors. Thus, CAL approaches offer an additional teaching method besides the traditional teaching of manual skills.
Collapse
Affiliation(s)
- Maximiliane Amelie Schlenz
- Dental Clinic - Department of Prosthodontics, Justus Liebig University, Schlangenzahl 14, 35392, Giessen, Germany.
| | - Karin Michel
- Dental Clinic - Department of Prosthodontics, Justus Liebig University, Schlangenzahl 14, 35392, Giessen, Germany
| | - Kerstin Wegner
- Dental Clinic - Department of Prosthodontics, Justus Liebig University, Schlangenzahl 14, 35392, Giessen, Germany
| | - Alexander Schmidt
- Dental Clinic - Department of Prosthodontics, Justus Liebig University, Schlangenzahl 14, 35392, Giessen, Germany
| | - Peter Rehmann
- Dental Clinic - Department of Prosthodontics, Justus Liebig University, Schlangenzahl 14, 35392, Giessen, Germany
| | - Bernd Wöstmann
- Dental Clinic - Department of Prosthodontics, Justus Liebig University, Schlangenzahl 14, 35392, Giessen, Germany
| |
Collapse
|
6
|
Nassar HM, Tekian A. Computer simulation and virtual reality in undergraduate operative and restorative dental education: A critical review. J Dent Educ 2020; 84:812-829. [PMID: 32147841 DOI: 10.1002/jdd.12138] [Citation(s) in RCA: 40] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2019] [Revised: 02/07/2020] [Accepted: 02/18/2020] [Indexed: 11/09/2022]
Abstract
The primary aim of this review was to synthesize the literature for studies investigating the use of computer simulation (CS) and virtual reality (VR) in undergraduate dental education in operative and restorative dentistry. The secondary aim was to list best practices that maximize the simulation experience in dental education. A literature review of the PubMed and ERIC databases was conducted using the search terms "Dental AND Simulator," "Dental AND Virtual reality," and "Simulation AND Dental education." Studies in English language were categorized into 1 of 5 themes: Manual dexterity and cavity preparation, light curing skills, simulation perception and experience, predictability, and simulation model development. Main practices of simulation education indicated in the McGaghie et al. critical review published in 2010 were used as a reference to identify common practices for dental simulation. Thirty nine of 579 identified abstracts met the inclusion criteria. Skill acquisition and feedback were the two most frequently investigated parameters found in the review. CS was efficient in teaching cavity preparation and light curing skills. Feedback and deliberate practice were among the best practices that should be emphasized in order to enhance the efficiency of the CS and VR simulation exercises. The use of CS is effective in teaching operative skills (such as light curing and cavity preparation) reliably; whereas, the use of VR in undergraduate curricula is debatable. To achieve the maximum benefits of the simulation exercises, emphasis must be given to the timely feedback and deliberate practice approaches.
Collapse
Affiliation(s)
- Hani M Nassar
- Restorative Dentistry Department, King Abdulaziz University Faculty of Dentistry, Jeddah, Saudi Arabia
| | - Ara Tekian
- Department of Medical Education, University of Illinois College of Medicine at Chicago, Chicago, Illinois, USA
| |
Collapse
|
7
|
Liu L, Li J, Yuan S, Wang T, Chu F, Lu X, Hu J, Wang C, Yan B, Wang L. Evaluating the effectiveness of a preclinical practice of tooth preparation using digital training system: A randomised controlled trial. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e679-e686. [PMID: 29952122 DOI: 10.1111/eje.12378] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/06/2018] [Indexed: 06/08/2023]
Abstract
PURPOSE This study aimed to evaluate the effectiveness of preclinical training on ceramic crown preparation using digital training system compared with traditional training method. MATERIALS AND METHODS A sample of 66 participating fourth-year undergraduate dental students were randomly assigned to one of two groups for ceramic crown preparation: experimental group as trained using digital method with Online Peer-Review System (OPRS) and Real-time Dental Training and Evaluation System (RDTES); control group as trained using traditional method with instructor demonstration and evaluation. At the completion of training periods, both groups performed the preparation of ceramic crown of upper left central incisor, which were blindly scored by the experienced instructors under the pre-defined assessment criteria. The results of both were compared using Student's t-test or Wilcoxon signed rank test. The level of significance was P < .05. The questionnaires regarding the benefits or drawbacks of digital training system were answered by the students of experimental group. RESULTS Five of 15 items in the assessment outcome of the digital group were significantly better than the traditional group. The questionnaire results from the students of the experimental group indicated 96.97% of the students agreed or strongly agreed that using digital training system could better improve the practical ability than traditional method. The total scores of practical results were significantly positively correlated with the points of the questionnaires. CONCLUSION The digital training system with OPRS and RDTES might be a good alternative to the traditional training method in the preclinical course of dental practice.
Collapse
Affiliation(s)
- L Liu
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Orthodontics, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - J Li
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Endodontics, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - S Yuan
- Dental Health Services Research Unit, University of Dundee, Dundee, UK
| | - T Wang
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Polyclinics, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - F Chu
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Education, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - X Lu
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Education, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - J Hu
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Prosthodontics, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - C Wang
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Polyclinics, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - B Yan
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Orthodontics, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - L Wang
- Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China
- Department of Orthodontics, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| |
Collapse
|
8
|
Kikuchi H, Ikeda M, Araki K. Evaluation of a Virtual Reality Simulation System for Porcelain Fused to Metal Crown Preparation at Tokyo Medical and Dental University. J Dent Educ 2018. [DOI: 10.1002/j.0022-0337.2013.77.6.tb05530.x] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
Affiliation(s)
- Hirono Kikuchi
- At the time this study was conducted; Graduate School, Educational System in Dentistry, Tokyo Medical and Dental University; Tokyo Japan
| | - Masaomi Ikeda
- Department of Oral Health Care Sciences, Faculty of Dentistry; Tokyo Medical and Dental University; Tokyo Japan
| | - Koji Araki
- Center of Education Research in Medicine; Dentistry Tokyo Medical and Dental University; Tokyo Japan
| |
Collapse
|
9
|
Wolgin M, Grabowski S, Elhadad S, Frank W, Kielbassa AM. Comparison of a prepCheck-supported self-assessment concept with conventional faculty supervision in a pre-clinical simulation environment. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e522-e529. [PMID: 29575669 DOI: 10.1111/eje.12337] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/25/2018] [Indexed: 06/08/2023]
Abstract
OBJECTIVES This study aimed to evaluate the educational outcome of a digitally based self-assessment concept (prepCheck; DentsplySirona, Wals, Austria) for pre-clinical undergraduates in the context of a regular phantom-laboratory course. MATERIALS AND METHODS A sample of 47 third-year dental students participated in the course. Students were randomly divided into a prepCheck-supervised (self-assessment) intervention group (IG; n = 24); conventionally supervised students constituted the control group (CG; n = 23). During the preparation of three-surface (MOD) class II amalgam cavities, each IG participant could analyse a superimposed 3D image of his/her preparation against the "master preparation" using the prepCheck software. In the CG, several course instructors performed the evaluations according to pre-defined assessment criteria. After completing the course, a mandatory (blinded) practical examination was taken by all course participants (both IG and CG students), and this assessment involved the preparation of a MOD amalgam cavity. Then, optical impressions by means of a CEREC-Omnicam were taken to digitalize all examination preparations, followed by surveying and assessing the latter using prepCheck. RESULTS The statistical analysis of the digitalized samples (Mann-Whitney U test) revealed no significant differences between the cavity dimensions achieved in the IG and CG (P = .406). Additionally, the sum score of the degree of conformity with the "master preparation" (maximum permissible 10% of plus or minus deviation) was comparable in both groups (P = .259). CONCLUSION The implemented interactive digitally based, self-assessment learning tool for undergraduates appears to be equivalent to the conventional form of supervision. Therefore, such digital learning tools could significantly address the ever-increasing student to faculty ratio.
Collapse
Affiliation(s)
- M Wolgin
- Centre for Operative Dentistry, Periodontology, and Endodontology, University of Dental Medicine and Oral Health, Danube Private University (DPU), Krems, Austria
| | - S Grabowski
- Centre for Operative Dentistry, Periodontology, and Endodontology, University of Dental Medicine and Oral Health, Danube Private University (DPU), Krems, Austria
| | - S Elhadad
- DentSim Lab NYC, New York, NY, USA
- School of Dentistry, University of Baltimore, Baltimore, MD, USA
| | - W Frank
- Centre for Preclinical Education, Department of Biostatistics, University of Dental Medicine and Oral Health, Danube Private University (DPU), Krems, Austria
| | - A M Kielbassa
- Centre for Operative Dentistry, Periodontology, and Endodontology, University of Dental Medicine and Oral Health, Danube Private University (DPU), Krems, Austria
| |
Collapse
|
10
|
Tiu J, Cheng E, Hung TC, Yu CC, Lin T, Schwass D, Al-Amleh B. Effectiveness of Crown Preparation Assessment Software As an Educational Tool in Simulation Clinic: A Pilot Study. J Dent Educ 2016. [DOI: 10.1002/j.0022-0337.2016.80.8.tb06181.x] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Janine Tiu
- Sir John Walsh Research Institute; Faculty of Dentistry; University of Otago; Dunedin New Zealand
| | - Enxin Cheng
- Sir John Walsh Research Institute; Faculty of Dentistry; University of Otago; Dunedin New Zealand
| | - Tzu-Chiao Hung
- Sir John Walsh Research Institute; Faculty of Dentistry; University of Otago; Dunedin New Zealand
| | - Chuan-Chia Yu
- Sir John Walsh Research Institute; Faculty of Dentistry; University of Otago; Dunedin New Zealand
| | - Tony Lin
- Sir John Walsh Research Institute; Faculty of Dentistry; University of Otago; Dunedin New Zealand
| | - Don Schwass
- Sir John Walsh Research Institute; Faculty of Dentistry; University of Otago; Dunedin New Zealand
| | - Basil Al-Amleh
- Sir John Walsh Research Institute; Faculty of Dentistry; University of Otago; Dunedin New Zealand
| |
Collapse
|
11
|
Ren Q, Wang Y, Zheng Q, Ye L, Zhou XD, Zhang LL. Survey of student attitudes towards digital simulation technologies at a dental school in China. EUROPEAN JOURNAL OF DENTAL EDUCATION 2016; 21:180-186. [PMID: 27040731 DOI: 10.1111/eje.12198] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/16/2016] [Indexed: 02/05/2023]
Affiliation(s)
- Q. Ren
- West China Hospital of Stomatology; Sichuan University; Chengdu China
| | - Y. Wang
- West China Hospital of Stomatology; Sichuan University; Chengdu China
| | - Q. Zheng
- West China Hospital of Stomatology; Sichuan University; Chengdu China
| | - L. Ye
- West China Hospital of Stomatology; Sichuan University; Chengdu China
| | - X. D. Zhou
- West China Hospital of Stomatology; Sichuan University; Chengdu China
| | - L. L. Zhang
- West China Hospital of Stomatology; Sichuan University; Chengdu China
| |
Collapse
|
12
|
Back DA, Behringer F, Harms T, Plener J, Sostmann K, Peters H. Survey of e-learning implementation and faculty support strategies in a cluster of mid-European medical schools. BMC MEDICAL EDUCATION 2015; 15:145. [PMID: 26337447 PMCID: PMC4560086 DOI: 10.1186/s12909-015-0420-4] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2015] [Accepted: 08/14/2015] [Indexed: 05/03/2023]
Abstract
BACKGROUND The use of electronic learning formats (e-learning) in medical education is reported mainly from individual specialty perspectives. In this study, we analyzed the implementation level of e-learning formats and the institutional support structures and strategies at an institutional level in a cluster of mid-European medical schools. METHODS A 49-item online questionnaire was send to 48 medical schools in Austria, Germany and Switzerland using SurveyMonkey®. Data were collected between February and September of 2013 and analyzed using quantities, statistical and qualitative means. RESULTS The response rate was 71 %. All schools had implemented e-learning, but mainly as an optional supplement to the curriculum. E-learning involved a wide range of formats across all disciplines. Online learning platforms were used by 97 % of the schools. Full-time e-learning staff was employed by 50 %, and these had a positive and significant effect on the presence of e-learning in the corresponding medical schools. In addition, 81 % offered training programs and qualifications for their teachers and 76 % awarded performance-oriented benefits, with 17 % giving these for e-learning tasks. Realization of e-learning offers was rewarded by 33 %, with 27 % recognizing this as part of the teaching load. 97 % would use curriculum-compatible e-learning tools produced by other faculties. CONCLUSIONS While all participating medical schools used e-learning concepts, this survey revealed also a reasonable support by institutional infrastructure and the importance of staff for the implementation level of e-learning offerings. However, data showed some potential for increasing tangible incentives to motivate teachers to engage in further use of e-learning. Furthermore, the use of individual tools and the distribution of e-learning presentations in various disciplines were quite inhomogeneous. The willingness of the medical schools to cooperate should be capitalized for the future, especially concerning the provision of e-learning tools and concepts.
Collapse
Affiliation(s)
- David Alexander Back
- Department of Traumatology and Orthopedics, Bundeswehr Hospital, Scharnhorststrasse 13, 10115, Berlin, Germany.
- Dieter Scheffner Center for Medical Education and Research, Charité - Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany.
| | - Florian Behringer
- Dieter Scheffner Center for Medical Education and Research, Charité - Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany.
| | - Tina Harms
- Dieter Scheffner Center for Medical Education and Research, Charité - Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany.
| | - Joachim Plener
- Dieter Scheffner Center for Medical Education and Research, Charité - Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany.
| | - Kai Sostmann
- Dieter Scheffner Center for Medical Education and Research, Charité - Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany.
| | - Harm Peters
- Dieter Scheffner Center for Medical Education and Research, Charité - Universitätsmedizin Berlin, Charitéplatz 1, 10117, Berlin, Germany.
| |
Collapse
|
13
|
Barrero C, Duqum I, Petrola F. Dental Students’ Perceived Preparedness to Treat Patients in Clinic After a Fixed Prosthodontics Course: Survey Results of a Case Study. J Dent Educ 2015. [DOI: 10.1002/j.0022-0337.2015.79.4.tb05898.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Carlos Barrero
- Department of Prosthodontics; University of North Carolina at Chapel Hill School of Dentistry
| | - Ibrahim Duqum
- Department of Prosthodontics; University of North Carolina at Chapel Hill School of Dentistry
| | - Frank Petrola
- Department of Prosthodontics; University of North Carolina at Chapel Hill School of Dentistry
| |
Collapse
|
14
|
Amer RS, Denehy GE, Cobb DS, Dawson DV, Cunningham-Ford MA, Bergeron C. Development and Evaluation of an Interactive Dental Video Game to Teach Dentin Bonding. J Dent Educ 2011. [DOI: 10.1002/j.0022-0337.2011.75.6.tb05111.x] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Rafat S. Amer
- Division of Restorative and Prosthetic Dentistry; College of Dentistry; The Ohio State University
| | - Gerald E. Denehy
- Department of Operative Dentistry; College of Dentistry; University of Iowa
| | - Deborah S. Cobb
- Department of Operative Dentistry; College of Dentistry; University of Iowa
| | | | | | - Cathia Bergeron
- Department of Operative Dentistry; College of Dentistry; University of Iowa
| |
Collapse
|
15
|
Karl M, Graef F, Eitner S, Wichmann M, Holst S, Beck N. Student attitudes towards computer-aided testing. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2011; 15:69-72. [PMID: 21492340 DOI: 10.1111/j.1600-0579.2010.00637.x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
INTRODUCTION Computer-aided learning (CAL) is a viable alternative to traditional teaching methods. While CAL is used for teaching only, computer-aided testing (CAT) can be applied as a computer-based examination method. The aim of the present study was to evaluate students' attitude towards CAT as compared to written multiple choice tests. MATERIALS AND METHODS Forty-one undergraduate dental students underwent a mock examination consisting of 15 written multiple choice questions and 15 questions delivered using the interactive MobiTed® system. A questionnaire based on an eight-item seven-point Likert scale was used to evaluate the students' attitude towards CAT. The students' performance in both tests was analysed using paired t-tests. Correlations between test performance and questionnaire were expressed by Pearson correlation coefficients. RESULTS Despite study-design-related differences, students' test performance between written multiple choice and MobiTed® was comparable. No correlations between test results and questionnaire could be set up. Students rated MobiTed® to be equivalent to written multiple choice and had no difficulties with the CAT set up. The pre-defined sequence of questions with each question being shown only once was considered to be a major disadvantage of the CAT system. Complex questions should be displayed longer compared to short questions. DISCUSSION Computer-aided testing appeared to be equivalent to written multiple choice tests not only in terms of student performance but also to their perception. This is consistent with previous studies. CONCLUSIONS Interactive multiple choice tests may provide an alternative to written tests, but should allow examinees to have control over the sequence, as well as the length of time the questions are displayed.
Collapse
Affiliation(s)
- M Karl
- Department of Prosthodontics, University of Erlangen-Nuremberg, Glueckstrasse 11, Erlangen, Germany.
| | | | | | | | | | | |
Collapse
|
16
|
Gal GB, Weiss EI, Gafni N, Ziv A. Preliminary Assessment of Faculty and Student Perception of a Haptic Virtual Reality Simulator for Training Dental Manual Dexterity. J Dent Educ 2011. [DOI: 10.1002/j.0022-0337.2011.75.4.tb05073.x] [Citation(s) in RCA: 53] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Gilad Ben Gal
- Department of Prosthodontics; Faculty of Dentistry; Hebrew University-Hadassah
| | - Ervin I. Weiss
- Department of Prosthodontics; Faculty of Dental Medicine; Hebrew University-Hadassah
| | - Naomi Gafni
- National Institute for Testing & Evaluation; Jerusalem
| | - Amitai Ziv
- Medical Education Department; Tel Aviv University; Sackler School of Medicine; Israel Center for Medical Simulation (MSR); Sheba Medical Center; Tel Hashomer; Israel
| |
Collapse
|
17
|
Widmann G, Stoffner R, Keiler M, Zangerl A, Widmann R, Puelacher W, Bale R. A laboratory training and evaluation technique for computer-aided oral implant surgery. Int J Med Robot 2009; 5:276-83. [DOI: 10.1002/rcs.258] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|