Effect analysis of a virtual simulation experimental platform in teaching pulpotomy

Effect of 3D printed teeth and virtual simulation system on the pre-clinical access cavity preparation training of senior dental undergraduates

BACKGROUND

The objective of the present study was to evaluate the effect of 3D printed teeth and virtual simulation system on the pre-clinical access cavity preparation training of senior dental undergraduates.

METHODS

The 3D printed teeth were manufactured based on the micro-CT data of an extracted lower first molar. Ninety-eight senior dental undergraduate students were required to finish the access cavity preparation of lower first molar within 20 min on plastic and 3D printed teeth on the manikin system as well as on a virtual simulation machine respectively with randomly selected sequences. Expert dentists scored the operated teeth. The scores from the virtual simulation system were also recorded. All the scores were analyzed and compared. Following the procedure, two questionnaires were sent to students to further evaluate the feelings and optimal training sequence.

RESULTS

No significant differences were found between plastic and 3D printed teeth scores, while virtual simulation achieved a valid/invalid area removal ratio of 96.86% ± 5.08% and 3.97% ± 1.85%, respectively. Most students found plastic teeth training the easiest and favored the three-training combination (36.36%). 71.42% of the students thought the virtual simulation training should be put at the first place of the three trainings. Over 80% of students agreed with incorporating 3D printed teeth and virtual simulation into their routine training courses. In addition, the general advantages and disadvantages of the virtual simulation system and 3D printed teeth training received almost equal recognition by students.

CONCLUSIONS

Virtual simulation system training + plastic teeth training + 3D printed teeth training might be the optimal training sequence. Virtual simulation system training could not completely replace the traditional training methods on the manikin system at the moment. With further modifications, 3D printed teeth could be expected to replace the plastic teeth for the pre-clinical access cavity preparation training.

Artificial intelligence in dentistry: A bibliometric analysis from 2000 to 2023

Background/purpose

Artificial intelligence (AI) is reshaping clinical practice in dentistry. This study aims to provide a comprehensive overview of global trends and research hotspots on the application of AI to dentistry.

Materials and methods

Studies on AI in dentistry published between 2000 and 2023 were retrieved from the Web of Science Core Collection. Bibliometric parameters were extracted and bibliometric analysis was conducted using VOSviewer, Pajek, and CiteSpace software.

Results

A total of 651 publications were identified, 88.7 % of which were published after 2019. Publications originating from the United States and China accounted for 34.5 % of the total. The Charité Medical University of Berlin was the institution with the highest number of publications, and Schwendicke and Krois were the most active authors in the field. The Journal of Dentistry had the highest citation count. The focus of AI in dentistry primarily centered on the analysis of imaging data and the dental diseases most frequently associated with AI were periodontitis, bone fractures, and dental caries. The dental AI applications most frequently discussed since 2019 included neural networks, medical devices, clinical decision support systems, head and neck cancer, support vector machine, geometric deep learning, and precision medicine.

Conclusion

Research on AI in dentistry is experiencing explosive growth. The prevailing research emphasis and anticipated future development involve the establishment of medical devices and clinical decision support systems based on innovative AI algorithms to advance precision dentistry. This study provides dentists with valuable insights into this field.

Design and application of virtual simulation teaching platform for intelligent manufacturing

Aiming at the practical teaching of intelligent manufacturing majors faced with lack of equipment, tense teachers and other problems such as high equipment investment, high material loss, high teaching risk, difficult to implement internship, difficult to observe production, difficult to reproduce the results, and so on, we take the electrical automation technology, mechatronics technology and industrial robotics technology majors of intelligent manufacturing majors as an example, and design and establish a virtual simulation teaching platform for intelligent manufacturing majors by using the cloud computing platform, edge computing technology, and terminal equipment synergy. The platform includes six major virtual simulation modules, including virtual simulation of electrician electronics and PLC control, virtual and real combination of typical production lines of intelligent manufacturing, dual-axis collaborative robotics workstation, digital twin simulation, virtual disassembly of industrial robots, virtual simulation of magnetic yoke axis flexible production line. The platform covers the virtual simulation teaching content of basic principle experiments, advanced application experiments, and advanced integration experiments in intelligent manufacturing majors. In order to test the effectiveness of this virtual simulation platform for practical teaching in engineering, this paper organizes a teaching practice activity involving 246 students from two parallel classes of three different majors. Through a one-year teaching application, we analyzed the data on the grades of 7 core courses involved in three majors in one academic year, the proportion of participation in competitions and innovative activities, the number of awards and certificates of professional qualifications, and the subjective questionnaires of the testers. The analysis shows that the learners who adopt the virtual simulation teaching platform proposed in this paper for practical teaching are better than the learners under the traditional teaching method in terms of academic performance, proportion of participation in competitions and innovative activities, and proportion of awards and certificates by more than 13%, 37%, 36%, 27% and 22%, respectively. Therefore, the virtual simulation teaching platform of intelligent manufacturing established in this paper has obvious superiority in solving the problem of "three highs and three difficulties" existing in the practical teaching of engineering, and according to the questionnaire feedback from the testers, the platform can effectively alleviate the shortage of practical training equipment, stimulate the interest in learning, and help to broaden and improve the knowledge system of the learners.

Evaluating the Effectiveness of a Virtual Simulation Platform for Apexification Learning

The traditional teaching methods for apexification face difficulties in meeting dental students' practical training needs. Herein, we aimed to find optimal techniques of learning apexification and to evaluate whether a virtual simulation platform for apexification learning was effective. A virtual simulation learning platform for apexification was developed. Ninety-nine 4th-year dentistry students were classified randomly into the control group (Con, receiving conventional teaching) and the experimental group (Exp, receiving virtual simulation teaching). Theoretical tests before (test 1) and after the virtual simulation training (test 2) assessed the effect of learning. In the Exp group, a questionnaire was used to assess student understanding of the virtual simulation platform. In the Exp group, the test-2 scores were significantly better compared those in the Con group (p < 0.001). Furthermore, in the Exp group, the test-2 scores exceeded those of test 1 (p < 0.001). Feedback using the questionnaire covered the evaluation of the Exp group for the virtual reality platform and offered useful suggestions. Applying the virtual simulation learning platform had positive effects on improving learning quality related to apexification.

The status of virtual simulation experiments in medical education in China: based on the national virtual simulation experiment teaching Center (iLAB-X)

BACKGROUND

Virtual simulation experiments have been rapidly applied to medical education curricula in recent years. China constructed a national virtual simulation experimental teaching center (iLAB-X), and this platform covered almost all of the virtual simulation experiment curricula of domestic colleges or universities. We aimed to comprehensively assess the characteristics and usages of virtual simulation experiments in medical education based on iLAB-X.

METHODS

A total of 480 virtual simulation experiment courses had been constructed on iLAB-X (https://www.ilab-x.com/) by December 20, 2022, and the curriculum level, type and design were all searched in this platform. We also conducted an evaluation of curriculum usage and online tests, including the page view, frequency of participation, number of participants, duration of experimental learning and passing rate of the experimental test.

RESULTS

The national and provincial high-quality virtual simulation experiment curricula accounted for 33.5% (161/480) and 35.8% (172/480), respectively. The curricula were mainly set as basic practice experiments (46.5%) and synthetic designing experiments (48.8%). Significantly, forensic medicine (100%), public health and preventive medicine (83%) and basic medical sciences (66%) focused on synthetic design experiments. In terms of usage experiments, the average duration of experimental learning was 25 minutes per course, and the average number of participants was just 1257. The average passing (score ≥60) rate of online tests was 80.6%, but the average rate of score ≥ 85 was only 58.5%. In particular, the average page views, the number of participants, the duration of learning and the test passing rate of clinical medicine were relatively low.

CONCLUSIONS

The curriculum design features, construction level and utilization rate varied in different medical majors. Virtual simulation experiments are particularly underutilized in clinical medicine. There is a long way for virtual simulation experiments to go to become a supplement or alternative for traditional medical education in the future.

Impact of fully guided implant planning software training on the knowledge acquisition and satisfaction of dental undergraduate students

BACKGROUND

A majority of dental school students do not undergo hands-on clinical training in implantology in the undergraduate curriculum. Training is usually restricted to pre-implant evaluation and post-implant prostheses. Virtual implant planning software (VIPS) provides an alternative opportunity for undergraduate students to experience implant planning much before gaining hands-on experience. However, not many studies have the contribution of VIPS to the knowledge acquisition of students. We conducted a preliminary study to evaluate the knowledge acquisition of the students when exposed to a hands-on session of VIPS. We also evaluated students' satisfaction levels, when exposed to hands-on training in fully guided implant planning software.

METHODS

A two-part theory lecture on fully guided implant planning was delivered to 90, 5th (final)-year dental undergraduate students by the oral radiology faculty. The students were then randomly divided into three groups. Group A was exposed to didactic lectures only. Group B was shown a video for fully guided implant planning in addition to the didactic lecture. Group C was shown a video for fully guided implant planning in addition to a didactic lecture and then performed a hands-on session of virtual implant planning under faculty guidance. Students from all groups were given an MCQ-based test. After the completion of the test students from group A and B also received VIPS hands-on training. Students from all three groups answered and a feedback questionnaire regarding their satisfaction levels with VIPS.

RESULTS

The overall test score of students in Group C was higher than their colleagues in both Groups A and B and the differences were statistically significant (p = 0.01). More than 85% of the students were satisfied with the teaching approach.

CONCLUSIONS

The utilization of VIPS in the training of dental undergraduate students improves their performance confirming better knowledge acquisition and content mastery.

A Review of the Ethical Use of Animals in Functional Experimental Research in China Based on the "Four R" Principles of Reduction, Replacement, Refinement, and Responsibility

Use of live laboratory animals is essential in the process of functional experimentation teaching. There are ethical problems, such as poor experimental environment, non-standard operation, and neglect of animal rights in experimental teaching. As an important basic course in life science education, functional experimentation should establish the correct ethics of use of laboratory animals. The welfare of laboratory animals has become one of the frontier directions of medical ethics research. The "4R" principle of animal welfare is based on the principles of reduction, replacement, refinement, and responsibility, which may provide a way to solve ethical problems in the teaching and research activities of functional experimentation. In addition to receiving relevant knowledge and education, laboratory animal practitioners and students in functional experimentation teaching should consciously abide by relevant regulations and rules and actively follow the "4R" principles. Animal ethics education is reflected in all teaching and research activities. Based on the principle of "4R" and the premise of guaranteeing teaching objectives, virtual simulation experiment teaching is a great supplement to functional experimentation. In teaching, medical ethics education should be strengthened to cultivate the consciousness of respecting the life of experimental animals, and awareness of laboratory animal ethics should be improved among teachers and students of functional experimentation to further promote ideological and political education in colleges and universities. This brief summary analyzes the general situation of animal ethics in functional experimentation in China based on the principle of "4R" and provides certain references and support for course teaching and training.