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Hadjichristou C, Kokoti M, Bakopoulou A. Haptics in fixed prosthodontics and their role in dental education: A literature review. J Dent Educ 2024. [PMID: 38558060 DOI: 10.1002/jdd.13533] [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: 11/06/2023] [Revised: 02/26/2024] [Accepted: 03/14/2024] [Indexed: 04/04/2024]
Abstract
Technological progress leads to new advances in dental education. One of the applications involves the use of virtual and augmented reality as educational aids. The emerging question is to establish if and how these enhancements may prove beneficial to the overall student learning process. A review of recent literature was conducted with the aim of providing evidence for the development of relevant clinical guidelines. The proposed topic attempted to provide answers to the questions of (a) how participants perform when using haptic devices compared to traditional tooth preparation methods on typodonts, (b) how the use of simulators is perceived by both students and educators, and (c) what added value simulators may have in prosthetic dentistry training. The main findings of this study showed that participants expressed satisfaction with the educational experience, finding it both stimulating and very similar to the actual clinical environment. However, differences between haptic and conventional methods were also apparent. Haptics was a significant predictor of clinical crown performance. Significantly better results and shorter preparation times tended to increase with experience. In conclusion, self-directed learning appears to be beneficial in the clinical education that follows data-driven approach. At the pre-laboratory level, simulators may act as an initial familiarization instrument. At the preclinical level, they may aid in detecting students who require extra assistance, or to provide extra training hours for students lacking adequate competency to enter the clinical training phase.
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Affiliation(s)
| | - Maria Kokoti
- Department of Prosthodontics, School of Dentistry, Faculty of Health Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | - Athina Bakopoulou
- Department of Prosthodontics, School of Dentistry, Faculty of Health Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece
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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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Bandiaky ON, Lopez S, Hamon L, Clouet R, Soueidan A, Le Guehennec L. Impact of haptic simulators in preclinical dental education: A systematic review. J Dent Educ 2024; 88:366-379. [PMID: 38044266 DOI: 10.1002/jdd.13426] [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: 04/26/2023] [Revised: 09/18/2023] [Accepted: 11/03/2023] [Indexed: 12/05/2023]
Abstract
BACKGROUND Haptic technologies have opened a new avenue in preclinical dental education, with evidence that they can be used to improve student performance. The aim of this systematic review was to (1) determine the effect of haptic simulators on motor skill acquisition during preclinical dental training, (2) explore students' perception, and (3) explore the ability of haptic systems to distinguish users based on their initial level of manual dexterity. METHODS A comprehensive search of articles published up to February 2023 was performed using five databases (i.e., PubMed/Medline, ScienceDirect, Web of Sciences, Scopus, and Cochrane Library) and specialized journals. The Preferred Reporting Items for Systematic Review and Meta-Analysis 2020 guidelines were followed, and the risk of bias was assessed. Only studies on the application of haptic simulators in dentistry preclinical training were included. Qualitative synthesis of data was performed, and the protocol was registered in PROSPERO (ID = CRD42022337177). RESULTS Twenty-three clinical studies, including 1303 participants, were included. The authors observed a statistically significant improvement in dental students' motor skills in various dental specialties, such as restorative dentistry, pediatric, prosthodontics, periodontics, implantology, and dental surgery, after haptic training. Haptic technologies were perceived well by all participants, with encouraging data regarding their ability to differentiate users according to their initial level of manual dexterity. CONCLUSIONS Our work suggests that haptic simulators can significantly improve motor skill acquisition in preclinical dental training. This new digital technology, which was well perceived by the participants, also showed encouraging results in discriminating users according to their level of experience.
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Affiliation(s)
- Octave Nadile Bandiaky
- Nantes Université, Oniris, Univ Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, Nantes, France
| | - Serena Lopez
- Nantes Université, Oniris, Univ Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, Nantes, France
- Nantes Université, Le Mans Université, Centre de Recherche en Éducation de Nantes, CREN, Nantes, France
| | | | - Roselyne Clouet
- Nantes Université, Oniris, Univ Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, Nantes, France
| | - Assem Soueidan
- Nantes Université, Oniris, Univ Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, Nantes, France
| | - Laurent Le Guehennec
- Nantes Université, Oniris, Univ Angers, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, Nantes, France
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Patil S, Bhandi S, Awan KH, Licari FW, Di Blasio M, Ronsivalle V, Cicciù M, Minervini G. Effectiveness of haptic feedback devices in preclinical training of dental students-a systematic review. BMC Oral Health 2023; 23:739. [PMID: 37817151 PMCID: PMC10566064 DOI: 10.1186/s12903-023-03410-3] [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: 05/24/2023] [Accepted: 09/12/2023] [Indexed: 10/12/2023] Open
Abstract
BACKGROUND Acquisition of psychomotor skills is of utmost importance for competent preclinical restorative dentistry. Recent advancements in haptic feedback technology have been incorporated into preclinical dental education to augment the conventional phantom head-based training. OBJECTIVE This systematic review aims to assess the effectiveness of haptic feedback device, Simodont, in improving the skill development and learning outcomes of dental students during their preclinical training. MATERIALS AND METHODS Electronic databases Web of Science, Scopus, PubMed were searched for relevant studies since inception up until March, 2023. Only English language studies that assessed the effectiveness of haptic feedback devices in preclinical dental education were included. We excluded studies that did not use Simodont as the haptic feedback device or did not involve preclinical restorative work. Study quality was assessed using the revised Cochrane risk of bias tool and ROBINS-I. The primary goal of the study is to evaluate the efficacy of Simodont as a complementary training modality for dentistry students. RESULTS Results from 9 high-quality studies were analyzed and synthesized to evaluate the overall impact of haptic feedback devices on various aspects of preclinical training. The studies were conducted on 826 undergraduate dental students enrolled in various years of their training across dental colleges and universities in different parts of the world. A majority of studies showed some concerns regarding risk of bias. Haptic feedback devices added a new layer to Virtual Reality (VR) through the perception of touch and force feedback. It assisted junior dental students improve their psychomotor skills and movement skills. Instantaneous feedback on the students' performance helped enhance their self-assessment and correction, and also eliminated the subjectivity of evaluation. Data derived from virtual simulators helped stratify dental students and predict their clinical performance, providing an opportunity to tailor the learning process to meet individual diversity in students' expertise. CONCLUSION Based on the limited evidence available, Simodont was effective in preclinical training of dental students, offering advantages such as unlimited reproducibility, objective evaluation of preparation by computer assessment, and cost reduction. And further studies are warranted to explore the incorporation of patient's oral environment simulation for better skill training.
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Affiliation(s)
- Shankargouda Patil
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, 84095, USA.
| | - Shilpa Bhandi
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, 84095, USA
| | - Kamran H Awan
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, 84095, USA
| | - Frank W Licari
- College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, 84095, USA
| | - Marco Di Blasio
- Department of Medicine and Surgery, University Center of Dentistry, University of Parma, 43126, Parma, Italy.
| | - Vincenzo Ronsivalle
- Department of Biomedical and Surgical and Biomedical Sciences, Catania University, 95123, Catania, CT, Italy
| | - Marco Cicciù
- Department of Biomedical and Surgical and Biomedical Sciences, Catania University, 95123, Catania, CT, Italy
| | - Giuseppe Minervini
- Multidisciplinary Department of Medical-Surgical and Dental Specialties, University of Campania Luigi Vanvitelli, Naples, Italy.
- Saveetha Dental College & Hospitals Saveetha Institute of Medical & Technical Sciences, Saveetha University, Chennai, India.
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Slaidina A, Ozolins K, Berzina S, Abeltins A. Patient-specific virtual simulation in the clinical training for prosthetic dentistry. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023. [PMID: 37635419 DOI: 10.1111/eje.12949] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Revised: 06/02/2023] [Accepted: 07/30/2023] [Indexed: 08/29/2023]
Abstract
INTRODUCTION Dental education always involves live patient treatment, and clinical training for each patient is different for students. Using an intraoral scanner and Simodont Dental Trainer, we can provide students with an opportunity to train on actual patient cases in a virtual environment before real preparation. This study aimed to develop, implement and test patient-specific virtual simulation training in prosthetic dentistry curriculum. MATERIALS AND METHODS Before the actual preparation, the students' patients were scanned using 3Shape intraoral scanner. Thereafter, the .stl file was uploaded to Simodont Dental Trainer (Nissin dental products) where all the scanned teeth were prepared virtually. The 'prepared' .stl file was downloaded and submitted to the teacher. Instruction manuals for virtual simulation patient-specific tasks were provided. The students were asked to voluntarily complete the survey, at the end of the course. RESULTS Forty-two 4th year students from the Faculty of Dentistry performed a patient-specific virtual simulation training task and completed a survey. The created training materials served as guidelines for students to perform all the steps on their own without teacher assistance, except in the final step, where the teacher evaluated the digital preparation. Students appreciated the amount of information provided regarding the technologies used and patient-specific tasks. Students admitted that the patient-specific task was more interesting than standard tasks. However, they were not satisfied with the technical performance of Simodont Dental Trainer or the reflection of reality. CONCLUSION Patient-specific virtual simulation can be accepted by students for training before actual teeth preparation in the clinic. However, technical improvements are required in this regard.
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Affiliation(s)
- Anda Slaidina
- Department of Prosthodontics, Riga Stradins University, Riga, Latvia
- Riga Stradins University Institute of Stomatology, Riga, Latvia
| | - Karlis Ozolins
- Department of Prosthodontics, Riga Stradins University, Riga, Latvia
- Riga Stradins University Institute of Stomatology, Riga, Latvia
| | - Sandra Berzina
- Riga Stradins University Institute of Stomatology, Riga, Latvia
- Department of Conservative Dentistry and Oral Health, Riga Stradins University, Riga, Latvia
| | - Andris Abeltins
- Riga Stradins University Institute of Stomatology, Riga, Latvia
- Department of Orthodontics, Riga Stradins University, Riga, Latvia
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Joseph D, Davril J, Mortier É, Martrette JM, Tran N, Corne P, Vincent M. Distinguishing skill levels with haptic simulation in restorative dentistry: Myth or reality? EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023. [PMID: 37559186 DOI: 10.1111/eje.12939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 03/20/2023] [Accepted: 07/30/2023] [Indexed: 08/11/2023]
Abstract
INTRODUCTION This study aims to validate that haptic simulator assistance could distinguish skill levels with haptic simulation in restorative dentistry. MATERIALS AND METHODS This work was carried out with 93 first-year, 87 third-year and 44 fifth-year dental students. The promotions of first- and fifth-year dental students made one session to represent the negative and the positive controls, respectively. The third-year dental students were the studied population. Whatever the group, the maximum time for each reparation was restricted to 3 min. All students have to perform the same three exercises. The third-year dental students performed four sessions spread over the whole university year. For each test, the total score provided by the simulator was recorded and analysed. RESULTS The exercises are not discriminating in direct vision while the exercise in indirect vision is very interesting to distinguish the levels of the learners. CONCLUSION The results underline that the exercises in indirect vision could distinguish different profiles of student having different preclinical and clinical levels, while making it possible to follow the acquisition of clinical competence.
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Affiliation(s)
- David Joseph
- École de Chirurgie Nancy-Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
- Départment de Parodontologie, Faculté d'Odontologie de Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
- UMR S1116, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Jeanne Davril
- Départment de Dentisterie Restauratrice et Endodontie, Faculté d'Odontologie de Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Éric Mortier
- Départment de Dentisterie Restauratrice et Endodontie, Faculté d'Odontologie de Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
- CNRS, IJL, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Jean-Marc Martrette
- Faculté de Médecine, EA 3450, Développement, Adaptation et Handicap, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Nguyen Tran
- École de Chirurgie Nancy-Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
- UMR S1116, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Pascale Corne
- Départment de Prothèse, Faculté d'Odontologie de Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
| | - Marin Vincent
- Départment de Dentisterie Restauratrice et Endodontie, Faculté d'Odontologie de Lorraine, Université de Lorraine, Vandoeuvre-lès-Nancy, France
- CNRS, LEM3, Université de Lorraine, Metz, France
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Philip N, Ali K, Duggal M, Daas H, Nazzal H. Effectiveness and Student Perceptions of Haptic Virtual Reality Simulation Training as an Instructional Tool in Pre-Clinical Paediatric Dentistry: A Pilot Pedagogical Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4226. [PMID: 36901241 PMCID: PMC10001601 DOI: 10.3390/ijerph20054226] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/26/2023] [Revised: 02/21/2023] [Accepted: 02/22/2023] [Indexed: 06/18/2023]
Abstract
Simulation training for invasive dental procedures is a core component of the pre-clinical dental curriculum. Besides conventional mannequin-based simulators, dental schools are now incorporating haptic virtual reality simulation (HVRS) devices to facilitate the transition of students from the simulated dental learning environment to the clinical settings. This study aimed to assess student performance and perceptions of HVRS training as a pedagogical tool in pre-clinical paediatric dentistry. After practicing the primary molar pulpotomy procedure on plastic teeth, participants were randomized into test and control groups. Test group students performed the same procedure on a HVRS device, namely the SIMtoCARE Dente®. Subsequently, both the test and control group students attended another conventional pulpotomy simulation session where the quality of their access outline and pulp chamber deroofing steps were evaluated on plastic teeth. After the control group students also experienced the HVRS, all study participants completed a perception questionnaire on their experience. No significant differences were found between the study and control group students for the quantitative parameters assessed. Although the students regarded HVRS to be a useful adjunct to support their pre-clinical training, an overwhelming majority of the students did not consider HVRS to be a replacement for conventional pre-clinical simulation training.
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Affiliation(s)
- Nebu Philip
- College of Dental Medicine, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Kamran Ali
- College of Dental Medicine, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Monty Duggal
- College of Dental Medicine, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Hanin Daas
- College of Dental Medicine, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
| | - Hani Nazzal
- College of Dental Medicine, QU Health, Qatar University, Doha P.O. Box 2713, Qatar
- Hamad Dental Center, Hamad Medical Corporation, Doha P.O. Box 3050, Qatar
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San Diego JP, Newton TJ, Sagoo AK, Aston TA, Banerjee A, Quinn BFA, Cox MJ. Learning Clinical Skills Using Haptic vs. Phantom Head Dental Chair Simulators in Removal of Artificial Caries: Cluster-Randomized Trials with Two Cohorts' Cavity Preparation. Dent J (Basel) 2022; 10:198. [PMID: 36354643 PMCID: PMC9689819 DOI: 10.3390/dj10110198] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2022] [Revised: 10/13/2022] [Accepted: 10/18/2022] [Indexed: 11/02/2023] Open
Abstract
Dental task trainer simulators using haptics (virtual touch) offers a cost-effective method of teaching certain clinical skills. The purpose of this study is to evaluate students' performance in removing artificial caries after training with either a haptic dental chair simulator with virtual reality or a traditional dental chair simulator with a mannequin head. Cluster Randomized Controlled Trials in two cohorts, both Year 1 dental students. Students taught using traditional dental chair simulators were compared with students taught using haptic-based simulators on their ability to cut a cavity in a plastic tooth following training. Across both cohorts, there was no difference in the quality of cavity cut, though students' technique differed across the two simulator groups in some respects. No difference was seen across both cohorts in the quality of cavity cut for a simple preparation, though students in the haptic condition performed less well in the more demanding task. Moreover, students in the haptic group were also less likely to be perceived to be 'holding the instrument appropriately'. These findings suggest further investigation is needed into the differences in handling of instruments and level of clinical task difficulty between the simulators.
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Affiliation(s)
- Jonathan P. San Diego
- Faculty of Dentistry, Oral & Craniofacial Sciences, King’s College London, London SE1 1UL, UK
| | - Tim J. Newton
- Faculty of Dentistry, Oral & Craniofacial Sciences, King’s College London, London SE1 1UL, UK
| | - Anika K. Sagoo
- Faculty of Dentistry, Oral & Craniofacial Sciences, King’s College London, London SE1 1UL, UK
| | - Tracy-Ann Aston
- Faculty of Dentistry, Oral & Craniofacial Sciences, King’s College London, London SE1 1UL, UK
| | - Avijit Banerjee
- Faculty of Dentistry, Oral & Craniofacial Sciences, King’s College London, London SE1 1UL, UK
| | - Barry F. A. Quinn
- Institute of Life Course and Medical Sciences, University of Liverpool, Liverpool L7 8TX, UK
| | - Margaret J. Cox
- Faculty of Dentistry, Oral & Craniofacial Sciences, King’s College London, London SE1 1UL, UK
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Effectiveness of Virtual Reality and Interactive Simulators on Dental Education Outcomes: Systematic Review. Eur J Dent 2021; 16:14-31. [PMID: 34428851 PMCID: PMC8890935 DOI: 10.1055/s-0041-1731837] [Citation(s) in RCA: 36] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [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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Brewer PE, Racy M, Hampton M, Mushtaq F, Tomlinson JE, Ali FM. A three-arm single blind randomised control trial of naïve medical students performing a shoulder joint clinical examination. BMC MEDICAL EDUCATION 2021; 21:390. [PMID: 34284771 PMCID: PMC8293563 DOI: 10.1186/s12909-021-02822-5] [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: 10/09/2020] [Accepted: 05/28/2021] [Indexed: 05/11/2023]
Abstract
BACKGROUND Technological advances have previously been hailed as a new dawn in Higher Education, with the advent of 'massive open online courses' (MOOCs) and online learning. Virtual platforms have potential advantages such as accessibility and availability but simply transferring educational material to the online environment may not ensure high quality learning. Clinical examination is a fundamental principle of medical assessment, and this study aimed to assess the role of technology in teaching these skills. AIMS/OBJECTIVES To determine whether three teaching modalities were of equal efficacy in teaching examination of the shoulder joint to naïve medical students. METHODS Sixty-seven pre-clinical medical students naïve to large joint examination were recruited. Participants completed a learning style questionnaire and were then block randomised to three study: textbook study, face-to-face seminar, or video tutorial via online platform. The same examination technique was taught in all groups, with the intervention being the method of delivery All second year students were eligible for inclusion. The single exclusion criteria was previous exposure to clinical examination teaching. Students were assessed using a standardised scoring system at baseline (pre-intervention), and days 5 and 19 post-intervention (maximum score 30). Assessors were blinded to group allocation. The primary outcome was assessment score at day 5 post intervention. RESULTS There was no difference between the three groups at baseline assessment (mean scores 2.4 for textbook, 2.8 for face-to-face, and 3.1 for video; p = 0.267). Mean post-intervention scores were 16.5 textbook, 25.5 face-to-face, and 22.4 video (p < 0.001, η2 = .449). There was no change between day 5 and day 19 post-intervention assessment scores in any group (p = 0.373), Preferred learning style did not affect scores (p = 0.543). CONCLUSION Face-to-face teaching was the most effective method for teaching clinical examination of the shoulder. Technology can potentially increase accessibility and remove geographic barriers, but is not as effective if teaching techniques are simply mirrored in an online format. Online platforms allow in depth data analysis of how learners interact with educational material and this may have value in improving the design of online educational materials, and is a potential area for further research.
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Affiliation(s)
- P E Brewer
- Sheffield Teaching Hospitals, Northern General Hospital, Herries Road, Sheffield, S57AU, UK.
- University of Sheffield, Western Bank, Sheffield, S10 2TN, UK.
| | - M Racy
- Sheffield Teaching Hospitals, Northern General Hospital, Herries Road, Sheffield, S57AU, UK
| | - M Hampton
- Sheffield Teaching Hospitals, Northern General Hospital, Herries Road, Sheffield, S57AU, UK
| | - F Mushtaq
- University of Leeds, Leeds, Ls2 9JT, UK
| | - J E Tomlinson
- Sheffield Teaching Hospitals, Northern General Hospital, Herries Road, Sheffield, S57AU, UK
- University of Sheffield, Western Bank, Sheffield, S10 2TN, UK
| | - F M Ali
- University of Sheffield, Western Bank, Sheffield, S10 2TN, UK
- Chesterfield Royal Hospital, Derbyshire, Chesterfield, S44 5BL, UK
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Mathew RK, Mushtaq F. Three principles for the progress of immersive technologies in healthcare training and education. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2021; 7:459-460. [PMID: 35515725 PMCID: PMC8936968 DOI: 10.1136/bmjstel-2021-000881] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/28/2021] [Accepted: 04/20/2021] [Indexed: 11/04/2022]
Affiliation(s)
- Ryan K Mathew
- School of Medicine, University of Leeds, Leeds, UK
- Department of Neurosurgery, Leeds Teaching Hospitals NHS Trust, Leeds, UK
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Al-Saud LM. The utility of haptic simulation in early restorative dental training: A scoping review. J Dent Educ 2020; 85:704-721. [PMID: 33368289 DOI: 10.1002/jdd.12518] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2020] [Revised: 11/24/2020] [Accepted: 11/28/2020] [Indexed: 12/26/2022]
Abstract
BACKGROUND Haptic dental simulators are becoming increasingly available in dental schools around the world; however, there is a paucity of evidence on their pedagogical effectiveness particularly in early dental training for the acquisition of the highly specific fine motor dental skills. METHODS A scoping review was performed to broadly map the available evidence and to detect knowledge gaps on the utility of haptic dental simulation in early dental training. The review is reported using the PRISMA-ScR guidelines. Eight bibliographic databases were searched: Web of Science, Scopus, MEDLINE via PubMed, Cochrane library, CENTRAL, ERIC, IEEE Xplore, and TRIP. Charted data were reported by clustering results according to study characteristics, research themes, research purpose, and type of validity evidence identified. RESULTS The review process resulted in the inclusion of 36 studies published between 2009 and 2020. The majority of the studies were cross-sectional in design with short-term evaluation data. Of the studies included, 64% investigated commercially available haptic simulators, while 36% investigated experimental haptic simulators. The research themes identified were skill acquisition and transfer, task-specific haptic training, trainee level discrimination, feedback, subjective user evaluation, performance prediction, and human factors in haptic training. CONCLUSION Short-term evaluation evidence from reviewed studies indicates the usefulness of the haptic simulators in early dental training. They complement the existing phantom head simulators by offering qualitatively different features. Further empirical research is needed to investigate the long-term impact of training with haptic dental simulators, to improve the availability of validation evidence and to enhance the results generalizability.
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Affiliation(s)
- Loulwa M Al-Saud
- Operative Dentistry division, Department of Restorative Dental Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
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Balkhoyor AM, Awais M, Biyani S, Schaefer A, Craddock M, Jones O, Manogue M, Mon-Williams MA, Mushtaq F. Frontal theta brain activity varies as a function of surgical experience and task error. BMJ SURGERY, INTERVENTIONS, & HEALTH TECHNOLOGIES 2020; 2:e000040. [PMID: 35047792 PMCID: PMC8749254 DOI: 10.1136/bmjsit-2020-000040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2020] [Revised: 08/19/2020] [Accepted: 09/24/2020] [Indexed: 11/12/2022] Open
Abstract
OBJECTIVE Investigations into surgical expertise have almost exclusively focused on overt behavioral characteristics with little consideration of the underlying neural processes. Recent advances in neuroimaging technologies, for example, wireless, wearable scalp-recorded electroencephalography (EEG), allow an insight into the neural processes governing performance. We used scalp-recorded EEG to examine whether surgical expertise and task performance could be differentiated according to an oscillatory brain activity signal known as frontal theta-a putative biomarker for cognitive control processes. DESIGN SETTING AND PARTICIPANTS Behavioral and EEG data were acquired from dental surgery trainees with 1 year (n=25) and 4 years of experience (n=20) while they performed low and high difficulty drilling tasks on a virtual reality surgical simulator. EEG power in the 4-7 Hz range in frontal electrodes (indexing frontal theta) was examined as a function of experience, task difficulty and error rate. RESULTS Frontal theta power was greater for novices relative to experts (p=0.001), but did not vary according to task difficulty (p=0.15) and there was no Experience × Difficulty interaction (p=0.87). Brain-behavior correlations revealed a significant negative relationship between frontal theta and error in the experienced group for the difficult task (r=-0.594, p=0.0058), but no such relationship emerged for novices. CONCLUSION We find frontal theta power differentiates between surgical experiences but correlates only with error rates for experienced surgeons while performing difficult tasks. These results provide a novel perspective on the relationship between expertise and surgical performance.
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Affiliation(s)
- Ahmed Mohammed Balkhoyor
- School of Dentistry, University of Leeds, Leeds, UK
- Faculty of Dentistry, Umm Al-Qura University, Makkah, Saudi Arabia
- School of Psychology, University of Leeds, Leeds, UK
| | | | | | - Alexandre Schaefer
- Department of Psychology, Jeffrey Cheah School of Medicine and Health Sciences, Monash University, Selangor, Malaysia
| | - Matt Craddock
- School of Psychology, Lincoln University, Lincoln, UK
| | - Olivia Jones
- School of Psychology, University of Leeds, Leeds, UK
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