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Garcia-Blanco M, Ruffini JM, Salomone L, Gualtieri AF, Puia SA. Student training in administering inferior alveolar nerve block anesthesia with a simple manufactured simulation model. J Dent Educ 2024; 88:994-999. [PMID: 38545646 DOI: 10.1002/jdd.13520] [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: 11/17/2023] [Revised: 01/12/2024] [Accepted: 03/03/2024] [Indexed: 07/14/2024]
Abstract
OBJECTIVE To compare the effectiveness of administering inferior alveolar nerve blocks (IANB) for the first time with or without a previous practical lesson using a simple manufactured simulator. METHODS This was a study designed to compare students' first administration of IANB anesthesia during 2022, with or without a previous practical lesson. Students were randomized into two groups. The experimental group attended both theoretical lessons and a practical lesson with a simulator device, while the control group attended only theoretical lessons. The theoretical lesson included usual contents such as anatomy, physiology, technical maneuvers for administering anesthesia, tips, and complications, and the practical lesson consisted of the administration of anesthesia using a simple manufactured simulator. After students applied their first IANB, its efficacy, and their answers to a questionnaire on a 5-point Likert scale were recorded. Statistical analysis consisted of the Chi-square test (p < 0.05). RESULTS The study recorded 60 anonymous surveys. The main difference observed was in instrument handing (p < 0.05), and there was a tendency in the ease of recognition of the anatomical marks used for the technique-pterygomandibular raphe and coronoid notch of the mandible (p = 0.08 and 0.11, respectively). No difference in success was observed (p > 0.05). Self-confidence and personal feelings did not differ statistically. All students agreed strongly or partially that training with the simulator model was helpful. CONCLUSION Students who used simple manufactured simulators achieved better outcomes for instrument handling, and possibly for identification of anatomical landmarks, than those who received only theoretical lessons.
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Affiliation(s)
- Matias Garcia-Blanco
- Department of Oral and Maxillofacial Surgery I, School of Dentistry of the University of Buenos Aires, Buenos Aires, Argentina
| | - Juan M Ruffini
- Department of Oral and Maxillofacial Surgery I, School of Dentistry of the University of Buenos Aires, Buenos Aires, Argentina
| | - Lorena Salomone
- Department of Oral and Maxillofacial Surgery I, School of Dentistry of the University of Buenos Aires, Buenos Aires, Argentina
| | - Ariel F Gualtieri
- Department of Endodontics, School of Dentistry of the University of Buenos Aires, Buenos Aires, Argentina
| | - Sebastian A Puia
- Department of Oral and Maxillofacial Surgery I, School of Dentistry of the University of Buenos Aires, Buenos Aires, Argentina
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Choi Y, Lee M, Kim J, Park W. Clinical observation using virtual reality for dental education on surgical tooth extraction: A comparative study. BMC MEDICAL EDUCATION 2024; 24:643. [PMID: 38849825 PMCID: PMC11161967 DOI: 10.1186/s12909-024-05605-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2024] [Accepted: 05/27/2024] [Indexed: 06/09/2024]
Abstract
BACKGROUND Clinical observation conducted during the 3rd and 4th years of dental school is an important part of dental students' clinical education. However, conventional clinical observation is associated with several problems, including the lack of opportunity for all students to assist during surgery. Virtual reality (VR) technologies and devices can be used to demonstrate clinical processes that dental students need to learn through clinical observation. This study aimed to evaluate the effectiveness of teaching dental students the surgical tooth extraction procedure through clinical observation using VR. METHODS We recruited third- and fourth-year dental students and divided them into a VR clinical observation group (VR group) and a conventional clinical observation group (control group). The control group visited an outpatient clinic and observed an oral and maxillofacial specialist perform surgical tooth extraction, whereas the VR group watched a 360° video of surgical tooth extraction using a head-mounted display. After observation, both groups were surveyed regarding their satisfaction with the clinical observation and their understanding of the procedure. RESULTS Understanding of the procedure and satisfaction with the observation were significantly higher in the VR group than in the control group (p = 0.001 and p = 0.047, respectively). Compared with conventional clinical observation, VR clinical observation improved learning motivation and medical thinking and judgment skills; however, interaction between professors and students was lacking. CONCLUSIONS VR clinical observation using 360° videos might be an effective teaching method for students. However, to allow interaction between professors and students during clinical observations, using it along with conventional clinical observation is necessary.
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Affiliation(s)
- Yiseul Choi
- Department of Advanced General Dentistry, Yonsei University College of Dentistry, Seoul, Korea
- Institute for Innovation in Digital Healthcare, Yonsei University, Seoul, Korea
| | - Myoungho Lee
- Department of Advanced General Dentistry, Yonsei University College of Dentistry, Seoul, Korea
| | - Jaeyeon Kim
- Department of Advanced General Dentistry, Yonsei University College of Dentistry, Seoul, Korea
| | - Wonse Park
- Department of Advanced General Dentistry, Yonsei University College of Dentistry, Seoul, Korea.
- Institute for Innovation in Digital Healthcare, Yonsei University, Seoul, Korea.
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Aminoshariae A, Nosrat A, Nagendrababu V, Dianat O, Mohammad-Rahimi H, O'Keefe AW, Setzer FC. Artificial Intelligence in Endodontic Education. J Endod 2024; 50:562-578. [PMID: 38387793 DOI: 10.1016/j.joen.2024.02.011] [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: 10/23/2023] [Revised: 01/15/2024] [Accepted: 02/12/2024] [Indexed: 02/24/2024]
Abstract
AIMS The future dental and endodontic education must adapt to the current digitalized healthcare system in a hyper-connected world. The purpose of this scoping review was to investigate the ways an endodontic education curriculum could benefit from the implementation of artificial intelligence (AI) and overcome the limitations of this technology in the delivery of healthcare to patients. METHODS An electronic search was carried out up to December 2023 using MEDLINE, Web of Science, Cochrane Library, and a manual search of reference literature. Grey literature, ongoing clinical trials were also searched using ClinicalTrials.gov. RESULTS The search identified 251 records, of which 35 were deemed relevant to artificial intelligence (AI) and Endodontic education. Areas in which AI might aid students with their didactic and clinical endodontic education were identified as follows: 1) radiographic interpretation; 2) differential diagnosis; 3) treatment planning and decision-making; 4) case difficulty assessment; 5) preclinical training; 6) advanced clinical simulation and case-based training, 7) real-time clinical guidance; 8) autonomous systems and robotics; 9) progress evaluation and personalized education; 10) calibration and standardization. CONCLUSIONS AI in endodontic education will support clinical and didactic teaching through individualized feedback; enhanced, augmented, and virtually generated training aids; automated detection and diagnosis; treatment planning and decision support; and AI-based student progress evaluation, and personalized education. Its implementation will inarguably change the current concept of teaching Endodontics. Dental educators would benefit from introducing AI in clinical and didactic pedagogy; however, they must be aware of AI's limitations and challenges to overcome.
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Affiliation(s)
| | - Ali Nosrat
- Division of Endodontics, Department of Advanced Oral Sciences and Therapeutics, School of Dentistry, University of Maryland Baltimore, Baltimore, Maryland; Private Practice, Centreville Endodontics, Centreville, Virginia
| | - Venkateshbabu Nagendrababu
- Department of Preventive and Restorative Dentistry, University of Sharjah, College of Dental Medicine, Sharjah, United Arab Emirates
| | - Omid Dianat
- Division of Endodontics, Department of Advanced Oral Sciences and Therapeutics, School of Dentistry, University of Maryland Baltimore, Baltimore, Maryland; Private Practice, Centreville Endodontics, Centreville, Virginia
| | - Hossein Mohammad-Rahimi
- Topic Group Dental Diagnostics and Digital Dentistry, ITU/WHO Focus Group AI on Health, Berlin, Federal Republic of Germany
| | | | - Frank C Setzer
- Department of Endodontics, School of Dental Medicine, University of Pennsylvania, Philadelphia, Pennsylvania, USA
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Samuel S, Elvezio C, Khan S, Bitzer LZ, Moss-Salentijn L, Feiner S. Visuo-Haptic VR and AR Guidance for Dental Nerve Block Education. IEEE TRANSACTIONS ON VISUALIZATION AND COMPUTER GRAPHICS 2024; 30:2839-2848. [PMID: 38498761 DOI: 10.1109/tvcg.2024.3372125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/20/2024]
Abstract
The inferior alveolar nerve block (IANB) is a dental anesthetic injection that is critical to the performance of many dental procedures. Dental students typically learn to administer an IANB through videos and practice on silicone molds and, in many dental schools, on other students. This causes significant stress for both the students and their early patients. To reduce discomfort and improve clinical outcomes, we created an anatomically informed virtual reality headset-based educational system for the IANB. It combines a layered 3D anatomical model, dynamic visual guidance for syringe position and orientation, and active force feedback to emulate syringe interaction with tissue. A companion mobile augmented reality application allows students to step through a visualization of the procedure on a phone or tablet. We conducted a user study to determine the advantages of preclinical training with our IANB simulator. We found that in comparison to dental students who were exposed only to traditional supplementary study materials, dental students who used our IANB simulator were more confident administering their first clinical injections, had less need for syringe readjustments, and had greater success in numbing patients.
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Wu S, Gao L, Fu J, Zhao C, Wang P. The Application of Virtual Simulation Technology in Scaling and Root Planing Teaching. Int Dent J 2024; 74:303-309. [PMID: 37973524 PMCID: PMC10988261 DOI: 10.1016/j.identj.2023.09.007] [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: 08/15/2023] [Revised: 09/22/2023] [Accepted: 09/28/2023] [Indexed: 11/19/2023] Open
Abstract
BACKGROUND Virtual simulation (VS) technology has been widely utilised in various aspects of oral education. This study aimed to evaluate the impact of VS technology in a scaling and root planing (SRP) teaching programme and explore an effective teaching approach. METHOD A total of 98 fourth-year undergraduates from Guanghua School of Stomatology at Sun Yat-sen University were enrolled in this study and randomly assigned to either the VS teaching group or the traditional teaching (TT) group. All participants received SRP training before undergoing an operational examination. Subsequently, questionnaires were administered to both students and teachers involved in the programme to assess the teaching effect and fidelity of the VS training system. Unpaired Student t test was used to analyse the final test scores and residual rates amongst students. RESULTS The overall residual rate of the calculus in the VS group was significantly lower than that in the TT group (48.81% ± 13.50% vs 56.89% ± 13.68%, P<.01). The difference was particularly notable in posterior teeth, proximal surfaces, and deep pockets. Additionally, the VS group students achieved higher final grades compared to the TT group (86.92 ± 6.10 vs 83.02 ± 6.05, P<0.01). In terms of teaching effectiveness assessment, the VS group students provided higher scores than the TT group, except in the areas of mastery of position, finger rests, and efficiency. CONCLUSIONS The implementation of VS technology demonstrated improvements in students' performance in SRP teaching. Therefore, a novel integrated pedagogic approaches method that combines VS technology with traditional teaching approaches could be further explored in future training programmes.
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Affiliation(s)
- Shiwen Wu
- Guanghua School of Stomatology, Sun Yat-Sen University, Guangzhou, Guangdong, China
| | - Li Gao
- Guanghua School of Stomatology, Sun Yat-Sen University, Guangzhou, Guangdong, China; Department of Periodontology, Guanghua School and Hospital of Stomatology, Sun Yat-sen University, Guangzhou, Guangdong, China
| | - Jiarun Fu
- Guanghua School of Stomatology, Sun Yat-Sen University, Guangzhou, Guangdong, China
| | - Chuanjiang Zhao
- Guanghua School of Stomatology, Sun Yat-Sen University, Guangzhou, Guangdong, China; Department of Periodontology, Guanghua School and Hospital of Stomatology, Sun Yat-sen University, Guangzhou, Guangdong, China.
| | - Panpan Wang
- Guanghua School of Stomatology, Sun Yat-Sen University, Guangzhou, Guangdong, China; Department of Periodontology, Guanghua School and Hospital of Stomatology, Sun Yat-sen University, Guangzhou, Guangdong, China.
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Chen YL, Chiu YW, Yu CH, Chang YC, Chen YT. Flipped classroom teaching model with video instruction improves skills in local anesthesia training. J Dent Sci 2024; 19:1070-1074. [PMID: 38618056 PMCID: PMC11010660 DOI: 10.1016/j.jds.2024.02.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2024] [Revised: 02/02/2024] [Indexed: 04/16/2024] Open
Abstract
Background/purpose Local anesthesia (LA) training is an essential clinical skill in dental education. However, the traditional teaching method of student-to-student injection has ethical concerns. This study investigated whether a flipped classroom (FC) teaching model with instructional videos improves students' skills in administering LA. Materials and methods Fourth-year dental students in 2017 (traditional teaching, n = 70) and 2018 (FC model, n = 79) were assessed for their ability to perform an inferior alveolar nerve block and lingual nerve block. The FC group watched pre-recorded videos prior to a hands-on training session. Skills were evaluated using a 24-item checklist converted to letter grades. Perceptions of the FC approach were also surveyed. Results The FC group showed statistically significantly higher final grades than the traditional teaching group (P < 0.05). Most FC students agreed that the videos improved clarity and learning objectives. Conclusion The FC teaching model with procedural video instruction improved skills and confidence in administering LA over traditional teaching methods. Videos can be a beneficial supplement in pre-clinical dental training.
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Affiliation(s)
- Yen-Lin Chen
- School of Dentistry, Chung Shan Medical University, Taichung, Taiwan
- Department of Oral and Maxillofacial Surgery, Chung Shan Medical University Hospital, Taichung, Taiwan
| | - Yu-Wei Chiu
- School of Dentistry, Chung Shan Medical University, Taichung, Taiwan
- Department of Oral and Maxillofacial Surgery, Chung Shan Medical University Hospital, Taichung, Taiwan
| | - Chuan-Hang Yu
- School of Dentistry, Chung Shan Medical University, Taichung, Taiwan
- Department of Dentistry, Chung Shan Medical University Hospital, Taichung, Taiwan
| | - Yu-Chao Chang
- School of Dentistry, Chung Shan Medical University, Taichung, Taiwan
- Department of Dentistry, Chung Shan Medical University Hospital, Taichung, Taiwan
| | - Yi-Tzu Chen
- School of Dentistry, Chung Shan Medical University, Taichung, Taiwan
- Department of Oral and Maxillofacial Surgery, Chung Shan Medical University Hospital, Taichung, Taiwan
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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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Iiyoshi K, Khazaaleh S, Dalaq AS, Daqaq MF, Korres G, Eid M. Origami-Based Haptic Syringe for Local Anesthesia Simulator. IEEE TRANSACTIONS ON HAPTICS 2024; 17:39-44. [PMID: 38224514 DOI: 10.1109/toh.2024.3353924] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/17/2024]
Abstract
Although medical simulators have benefited from the use of haptics and virtual reality (VR) for decades, the former has become the bottleneck in producing a low-cost, compact, and accurate training experience. This is particularly the case for the inferior alveolar nerve block (IANB) procedure in dentistry, which is one of the most difficult motor skills to acquire. As existing works are still oversimplified or overcomplicated for practical deployment, we introduce an origami-based haptic syringe interface for IANB local anesthesia training. By harnessing the versatile mechanical tunability of the Kresling origami pattern, our interface simulated the tactile experience of the plunger while injecting the anesthetic solution. We present the design, development, and characterization process, as well as a preliminary usability study. The force profile generated by the syringe interface is perceptually similar with that of the Carpule syringe. The usability study suggests that the haptic syringe significantly improves the IANB training simulation and its potential to be utilized in several other medical training/simulation applications.
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Singhal I, Kaur G, Neefs D, Pathak A. A Literature Review of the Future of Oral Medicine and Radiology, Oral Pathology, and Oral Surgery in the Hands of Technology. Cureus 2023; 15:e45804. [PMID: 37876387 PMCID: PMC10591112 DOI: 10.7759/cureus.45804] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/22/2023] [Indexed: 10/26/2023] Open
Abstract
In the realm of dentistry, a myriad of technological advancements, including teledentistry, virtual reality (VR), artificial intelligence (AI), and three-dimensional printing, have been extensively embraced and rigorously evaluated, consistently demonstrating their remarkable effectiveness. These innovations have ushered in a transformative era in dentistry, impacting every facet of the field. They encompass activities ranging from the diagnosis and exploration of oral health conditions to the formulation of treatment plans, execution of surgical procedures, fabrication of prosthetics, and even assistance in patient distraction, prognosis, and disease prevention. Despite the significant strides already taken, the relentless pursuit of new horizons fueled by human curiosity remains unabated. The future landscape of dentistry holds the promise of sweeping changes, notably characterized by enhanced accessibility to dental care and reduced treatment durations. In this comprehensive review article, we delve into the pivotal roles played by AI, VR, augmented reality, mixed reality, and extended reality within the realm of dentistry, with a particular emphasis on their applications in oral medicine, oral radiology, oral surgery, and oral pathology. These technologies represent just a fraction of the technological arsenal currently harnessed in the field of dentistry. A thorough comprehension of their advantages and limitations is imperative for informed decision-making in their utilization.
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Affiliation(s)
- Ishita Singhal
- Oral Pathology and Microbiology and Forensic Odontology, Shree Guru Gobind Singh Tricentenary (SGT) University, Gurugram, IND
| | - Geetpriya Kaur
- Oral Pathology and Microbiology, Paradise Diagnostics, New Delhi, IND
| | - Dirk Neefs
- Dentistry, Dierick Dental Care, Antwerp, BEL
| | - Aparna Pathak
- Oral Pathology, Paradise Diagnostics, New Delhi, IND
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Delbos B, Chalard R, Rocco FD, Leleve A, Moreau R. Multimodal Haptic Simulation for Ventriculostomy Training . ANNUAL INTERNATIONAL CONFERENCE OF THE IEEE ENGINEERING IN MEDICINE AND BIOLOGY SOCIETY. IEEE ENGINEERING IN MEDICINE AND BIOLOGY SOCIETY. ANNUAL INTERNATIONAL CONFERENCE 2023; 2023:1-4. [PMID: 38083370 DOI: 10.1109/embc40787.2023.10340701] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/18/2023]
Abstract
Freehand ventriculostomy is a frequent surgical procedure and is among the first ones that junior neurosurgery residents learn. Although training simulators exist, none has been adopted in the clinical routine to train junior residents. This paper focuses on a novel multimodal haptic training simulator that will lift the limitations of current simulators. We thus propose an architecture that integrates (1) visual feedback through augmented MRIs, and (2) a physical mock-up of the patient's skull to (3) active haptic feedback.
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Preclinical dental students self-assessment of an improved operative dentistry virtual reality simulator with haptic feedback. Sci Rep 2023; 13:2823. [PMID: 36801901 PMCID: PMC9936106 DOI: 10.1038/s41598-023-29537-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Accepted: 02/06/2023] [Indexed: 02/19/2023] Open
Abstract
To test and evaluate the second installment of DENTIFY, a virtual reality haptic simulator for Operative Dentistry (OD), on preclinical dental students, by focusing on user performance and self-assessment. Twenty voluntary unpaid preclinical dental students, with different background experience, were enrolled for this study. After the completion of an informed consent, a demographic questionnaire, and being introduced to the prototype (on the first testing session), three testing sessions followed (S1, S2, S3). Each session involved the following steps: (I) free experimentation; (II) task execution; S3 also included (III) completion of questionnaires associated with the experiment (total of 8 Self-Assessment Questions (SAQ)); and (IV) guided interview. As expected, drill time decreased steadily for all tasks when increasing prototype use, verified by RM ANOVA. Regarding performance metrics (Comparisons by Student's t-test and ANOVA) recorded at S3, in overall, a higher performance was verified for participants with the following characteristics: female, non-gamer, no previous VR experience and with over 2 semesters of previous experience of working on phantom models. The correlation between the participants' performance (drill time), for the four tasks, and user self-assessment evaluation, verified by Spearman's rho analysis, allowed to conclude that a higher performance was observed in students who responded that DENTIFY improved their self perception of manual force applied. Regarding the questionnaires, Spearman's rho analysis showed a positive correlation between the improvement DENTIFY inputs on conventional teaching sensed by students, also enhancing their interest in learning OD, their desire to have more simulator hours and the improvement sensed on manual dexterity. All participating students adhered well to the DENTIFY experimentation. DENTIFY allows for student self-assessment and contributes to improving student performance. Simulators with VR and haptic pens for teaching in OD should be designed as a consistent and gradual teaching strategy, allowing multiplicity of simulated scenarios, bimanual manipulation, and the possibility of real-time feedback to allow for the student's immediate self-assessment. Additionally, they should create performance reports per student to ensure self-perception/criticism of their evolution over longer periods of learning time.
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Hsu MH, Chang YC. Haptic and Force Feedback Technology in Dental Education: A Bibliometric Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1318. [PMID: 36674074 PMCID: PMC9859437 DOI: 10.3390/ijerph20021318] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/09/2022] [Revised: 01/08/2023] [Accepted: 01/09/2023] [Indexed: 06/17/2023]
Abstract
The haptic and force feedback technology has received an increasing attention in dental schools due to its effectiveness in psychomotor skill training. However, the bibliometric analysis on haptic and force feedback technology in dental education is still scarce. Therefore, the aim of this study was to perform a bibliometric analysis of the development of haptic and force feedback technology and its changing trends in dental education. From 1 January 2001 to 30 November 2022, all papers published on haptic and force feedback technology were searched from the Web of Science Core Collection database. These data were then entered into Apple Numbers for descriptive bibliometric analysis and visualized using VOSviewer software. A total of 85 articles were retrieved following the inclusive and exclusive criteria. The results demonstrated that USA and China exhibited the most publications. The combination of correspondence author and author co-citation analysis identified the more prominent authors in this research field. The top-cited and the average citation count per year ranking led to different views of popularity. A significant increase in the number of haptic and force feedback technology publications were found in the last two years. Virtual reality is the main keyword that indicates more new integrative applications currently underway. Taken together, this study provides a detailed bibliographic analysis of haptic and force feedback technology in dental education to indicate representative authors, literatures, keywords, and trends. These detailed data will help researchers, teachers, and dental students as a very useful information when trying to make haptic and force feedback technology more prevalent in dental education in the near further.
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Affiliation(s)
- Min-Hsun Hsu
- School of Dentistry, Chung Shan Medical University, Taichung 40201, Taiwan
| | - Yu-Chao Chang
- School of Dentistry, Chung Shan Medical University, Taichung 40201, Taiwan
- Department of Dentistry, Chung Shan Medical University Hospital, Taichung 40201, Taiwan
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Huang Y, Hu Y, Chan U, Lai P, Sun Y, Dai J, Cheng X, Yang X. Student perceptions toward virtual reality training in dental implant education. PeerJ 2023; 11:e14857. [PMID: 37168535 PMCID: PMC10166074 DOI: 10.7717/peerj.14857] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Accepted: 01/15/2023] [Indexed: 05/13/2023] Open
Abstract
Objectives Both the shortage of professional teaching resources and the expensive dental implant supplies impede the effective training of dental undergraduate in implantology. Virtual reality (VR) technology may provide solutions to solve these problems. This pilot study was implemented to explore the usability and acceptance of a VR application in the training of dental implant among dental students at the Jinan University School of Stomatology. Methods We designed and developed a VR system with head-mounted displays (HMDs) to assist dental implant training. Undergraduate dental students were invited to experience a 30-minute "Introduction to dental implants" VR-HMDs training module. A total of 119 dental students participated the training. Firstly, the VR interactive training on dental implant was described, illustrated and practiced. Next, a system usability scale (SUS) survey was used to verify the usability and feasibility of the VR application on training dental students. Finally, the participants were given a questionnaire to provide their perceptions and feedback of the usefulness of the VR application for training dental implant skills. Results The SUS score was 82.00 ± 10.79, indicating a top 10 percentage ranking of the system's usabilitys. The participants' answers to the questionnaire reflected most of them exhibited strong interests in the VR system, with a tendency that the female students were more confident than the male in manipulating the VR system. The participants generally acknowledged the usefulness of VR dental implants, ranking VR value above the traditional laboratory operations, and a preference for using the VR system on learning other skills. They also gave valuable suggestions on VR dental implants for substantial improvement. However, some students were not strongly positive about the VR training in this study, the reason might lie in a more theoretical module was selected for testing, which impacted the students' ratings. Conclusions In this study we revealed the feasibility and usability of VR applications on training dental implant among undergraduate dental students. This pilot study showed that the participants benefited from the dental implant VR training by practicing the skills repeatedly. The feedback from student participants affirmed the advantages and their acceptance of the VR application in dental education. Especially, the VR-based technology is highly conducive to clinical operating skills and surgical procedures-focused training in medical education, indicating that the VR system should be combined with the traditional practice approach in improving dental students' practical abilities.
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Affiliation(s)
- Yue Huang
- School of Stomatology, Jinan University, Guangzhou, China
| | - Yingwen Hu
- School of Stomatology, Jinan University, Guangzhou, China
| | - Unman Chan
- School of Stomatology, Jinan University, Guangzhou, China
| | - Pengyu Lai
- School of Stomatology, Jinan University, Guangzhou, China
| | - Yueting Sun
- School of Stomatology, Jinan University, Guangzhou, China
| | - Jun Dai
- Shanghai VR-Sens Intelligent Technology Co., Ltd, Shanghai, China
| | - Xin Cheng
- Division of Histology and Embryology, Key Laboratory for Regenerative Medicine of the Ministry of Education, Medical College, Jinan University, Guangzhou, China
| | - Xuesong Yang
- Division of Histology and Embryology, Key Laboratory for Regenerative Medicine of the Ministry of Education, Medical College, Jinan University, Guangzhou, China
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Shaikh TA, Dar TR, Sofi S. A data-centric artificial intelligent and extended reality technology in smart healthcare systems. SOCIAL NETWORK ANALYSIS AND MINING 2022; 12:122. [PMID: 36065420 PMCID: PMC9434088 DOI: 10.1007/s13278-022-00888-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2021] [Revised: 05/08/2022] [Accepted: 05/16/2022] [Indexed: 12/01/2022]
Abstract
Extended reality (XR) solutions are quietly maturing, and their novel use cases are already being investigated, particularly in the healthcare industry. By 2022, the extended reality market is anticipated to be worth $209 billion. Certain diseases, such as Alzheimer's, Schizophrenia, Stroke rehabilitation stimulating specific areas of the patient's brain, healing brain injuries, surgeon training, realistic 3D visualization, touch-free interfaces, and teaching social skills to children with autism, have shown promising results with XR-assisted treatments. Similar effects have been used in video game therapies like Akili Interactive's EndeavorRx, which has previously been approved by the Food and Drug Administration (FDA) as a treatment regimen for children with attention deficit hyperactivity disorder (ADHD). However, while these improvements have received positive feedback, the field of XR-assisted patient treatment is in its infancy. The growth of XR in the healthcare sphere has the potential to transform the delivery of medical services. Imagine an elderly patient in a remote setting having a consultation with a world-renowned expert without ever having to leave their house. Rather than operating on cadavers in a medical facility, a surgical resident does surgery in a virtual setting at home. On the first try, a nurse uses a vein finder to implant an IV. Through cognitive treatment in a virtual world, a war veteran recovers from post-traumatic stress disorder (PTSD). The paper discusses the potential impact of XR in transforming the healthcare industry, as well as its use cases, challenges, XR tools and techniques for intelligent health care, recent developments of XR in intelligent healthcare services, and the potential benefits and future aspects of XR techniques in the medical domain.
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Ronaghi MH. Toward a model for assessing smart hospital readiness within the Industry 4.0 paradigm. JOURNAL OF SCIENCE AND TECHNOLOGY POLICY MANAGEMENT 2022. [DOI: 10.1108/jstpm-09-2021-0130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The fourth industrial revolution and digital transformation have caused paradigm changes in the procedures of goods production and services through disruptive technologies, and they have formed new methods for business models. Health and medicine fields have been under the effect of these technology advancements. The concept of smart hospital is formed according to these technological transformations. The aim of this research, other than explanation of smart hospital components, is to present a model for evaluating a hospital readiness for becoming a smart hospital.
Design/methodology/approach
This research is an applied one, and has been carried out in three phases and according to design science research. Based on the previous studies, in the first phase, the components and technologies effecting a smart hospital are recognized. In the second phase, the extracted components are prioritized using type-2 fuzzy analytic hierarchical process based on the opinion of experts; later, the readiness model is designed. In the third phase, the presented model would be tested in a hospital.
Findings
The research results showed that the technologies of internet of things, robotics, artificial intelligence, radio-frequency identification as well as augmented and virtual reality had the most prominence in a smart hospital.
Originality/value
The innovation and originality of the forthcoming research is to explain the concept of smart hospital, to rank its components and to provide a model for evaluating the readiness of smart hospital. Contribution of this research in terms of theory explains the concept of smart hospital and in terms of application presents a model for assessing the readiness of smart hospitals.
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Baechle MA, Gottlieb R, Carrico CK, Brody ER. Practice makes perfect? Association between students' performance measures in an advanced dental simulation course. J Dent Educ 2022; 86:1535-1544. [PMID: 35754008 DOI: 10.1002/jdd.13017] [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: 12/19/2021] [Revised: 04/07/2022] [Accepted: 05/05/2022] [Indexed: 11/10/2022]
Abstract
PURPOSE This study examines the relationship between student performance measures during practice and exams using advanced dental simulation. METHODS Data from 11 classes of first-year dental students were extracted from Advanced Simulation software (DentSim™) related to Class I and Class II preparations including: total number of practice sessions, average practice score, exam scores, average time preparing teeth during practice/exam, and average time self-evaluating preparations during practice/exam. Comparisons of average practice and exam scores were examined using paired t-test. Relationships between practice/exam measures and exam scores were determined with multiple linear regression. RESULTS Practice mean and exam scores were significantly associated; exam scores were significantly higher in both procedures. Class I: a significant positive relationship exists between both practice and exam measures: The average practice score was significantly associated with exam score (p < 0.001); time spent preparing the exam tooth was negatively associated with the exam score (p < 0.001); conversely, time spent self-evaluating the exam tooth was significantly associated with an increase in exam score (p = 0.0135). Class II: exam score was significantly associated with two practice measures but neither of the exam measures: exam score for Class II mesioocclusal preparation was significantly associated with average practice score (p < 0.001) and the number of practice attempts (p = 0.025). CONCLUSION This study emphasizes the predictive value of novice learners' deliberate, repetitive practice using advanced dental simulation, which enhances self-assessment in early stages of psychomotor skill development. Future studies are needed to demonstrate the translation of these skills into a patient care setting.
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Affiliation(s)
- Mary A Baechle
- Department of General Practice, Virginia Commonwealth University School of Dentistry, Richmond, Virginia, USA
| | - Riki Gottlieb
- Faculty of Dentistry, University of British Columbia, Vancouver, BC, Canada
| | - Caroline K Carrico
- Dental Public Health and Policy, Virginia Commonwealth University, Richmond, Virginia, USA
| | - Erica R Brody
- Research and Education Librarian, Health Sciences Library, Virginia Commonwealth University, Richmond, Virginia, USA
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Mansoory MS, Azizi SM, Mirhosseini F, Yousefi D, Moradpoor H. A study to investigate the effectiveness of the application of virtual reality technology in dental education. BMC MEDICAL EDUCATION 2022; 22:457. [PMID: 35705982 PMCID: PMC9198411 DOI: 10.1186/s12909-022-03543-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/15/2022] [Accepted: 06/08/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Today, the use of virtual reality (VR) technology as an educational tool in dental education has expanded considerably. This study was aimed to evaluate the effectiveness of using VR technology in teaching neutral zone and teeth arrangement. METHODS This randomized trial was conducted at Kermanshah University of Medical Sciences, Iran in 2019. The study sample consisted of 50 six-year dental students who were randomly divided into experimental (n = 25) and control (n = 25) groups. Students' performance in both groups was assessed using tests. A questionnaire was used to assess the usability of VR technology and students' satisfaction with it. RESULTS All faculty members confirmed the usability of VR technology in dental education. The majority of students (76%) were highly satisfied with the use of this technology in their learning process. The mean score of students was significantly higher in the experimental group (16.92 ± 1.12) than in the control group (16.14 ± 1.18). CONCLUSION In general, it can be argued that VR technology is useful and effective in the teaching-learning process. Therefore, its use in medical and dental schools can play an effective role in creating a dynamic, attractive, and successful learning environment.
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Affiliation(s)
- Meysam Siyah Mansoory
- Department of Biomedical Engineering, School of Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Seyyed Mohsen Azizi
- Medical Education and Development Center, Arak University of Medical Sciences, Arak, Iran
| | - Fakhrosadat Mirhosseini
- Trauma Research Center & Educational Development Center, Kashan University of Medical Sciences (KaUMS), Kashan, Iran
- Department, School of Allied Medical Sciences, Kashan University of Medical Sciences, Anesthesia, Kashan, Iran
| | - Danial Yousefi
- Department of Computer Engineering, Islamic Azad University of Central Tehran Branch, Tehran, Iran
| | - Hedaiat Moradpoor
- Department of Prosthodontics, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
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Rodrigues P, Esteves A, Botelho J, Machado V, Zagalo C, Zorzal ER, Mendes JJ, Lopes DS. Usability, acceptance, and educational usefulness study of a new haptic operative dentistry virtual reality simulator. COMPUTER METHODS AND PROGRAMS IN BIOMEDICINE 2022; 221:106831. [PMID: 35544961 DOI: 10.1016/j.cmpb.2022.106831] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/29/2021] [Revised: 03/23/2022] [Accepted: 04/21/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Dental preclinical training has been traditionally centered onverbal instructions and subsequent execution on phantom heads and plastic training models. However, these present present limitations. Virtual Reality (VR) and haptic simulators have been proposed with promising results and advantages and have showed usefullness in the preclinical training environment. We designed DENTIFY, a multimodal immersive simulator to assist Operative Dentistry learning, which exposes the user to different virtual clinical scenarios while operating a haptic pen to simulate dental drilling. OBJECTIVE The main objective is to assess DENTIFY's usability, acceptance, and educational usefulness to dentists, in order to make the proper changes and, subsequently, to test DENTIFY with undergraduate preclinical dental students. METHODS DENTIFY combines an immersive head mounted VR display, a haptic pen in which the pen itself has been replaced by a 3D printed model of a dental turbine and a controller with buttons to adjust and select the scenario of the simulation, along with 3D sounds of real dental drilling. The user's dominant hand operated the virtual turbine on the VR-created scenario, while the non-dominant hand is used to activate the simulator and case selection. The simulation sessions occurred in a controlled virtual environment. We evaluated DENTIFY's usability and acceptance over the course of 13 training sessions with dental professionals, after the users performed a drilling task in virtual dental tissues. RESULTS The conducted user acceptance indicates that DENTIFY shows potencial enhancing learning in operative dentistry as it promotes self-evaluation and multimodal immersion on the dental drilling experience. CONCLUSIONS DENTIFY presented significant usability and acceptance from trained dentists. This tool showed to have teaching and learning (hence, pedagogical) potential in operative dentistry.
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Affiliation(s)
- Pedro Rodrigues
- Clinical Research Unit (CRU), Centro de Investigação Interdisciplinar Egas Moniz (CiiEM), Egas Moniz - Cooperativa de Ensino Superior, CRL, Almada, Portugal.
| | - Artur Esteves
- Instituto Superior Técnico, Universidade de Lisboa, Portugal
| | - João Botelho
- Clinical Research Unit (CRU), Centro de Investigação Interdisciplinar Egas Moniz (CiiEM), Egas Moniz - Cooperativa de Ensino Superior, CRL, Almada, Portugal
| | - Vanessa Machado
- Clinical Research Unit (CRU), Centro de Investigação Interdisciplinar Egas Moniz (CiiEM), Egas Moniz - Cooperativa de Ensino Superior, CRL, Almada, Portugal
| | - Carlos Zagalo
- Clinical Research Unit (CRU), Centro de Investigação Interdisciplinar Egas Moniz (CiiEM), Egas Moniz - Cooperativa de Ensino Superior, CRL, Almada, Portugal; IPO Lisboa, Instituto Português de Oncologia Francisco Gentil, Portugal
| | - Ezequiel Roberto Zorzal
- INESC ID, Lisboa, Portugal; ICT/UNIFESP, Instituto de Ciência e Tecnologia, Universidade Federal de São Paulo, Brazil
| | - José João Mendes
- Clinical Research Unit (CRU), Centro de Investigação Interdisciplinar Egas Moniz (CiiEM), Egas Moniz - Cooperativa de Ensino Superior, CRL, Almada, Portugal
| | - Daniel Simões Lopes
- Instituto Superior Técnico, Universidade de Lisboa, Portugal; INESC ID, Lisboa, Portugal.
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Zhang J, Xing J, Zheng M, Sheng J, Zhang K, Zhang B. Effectiveness of virtual simulation and jaw model for undergraduate periodontal teaching. BMC MEDICAL EDUCATION 2021; 21:616. [PMID: 34906125 PMCID: PMC8672555 DOI: 10.1186/s12909-021-03064-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2021] [Accepted: 12/01/2021] [Indexed: 05/16/2023]
Abstract
BACKGROUND The current study explored the effect of virtual simulation and jaw model on development of preclinical periodontal skills in undergraduate students. The study also sought to explore effectiveness of VR in periodontal preclinical training and determine adequate performance mode in basic periodontal education to improve future preclinical training strategies. METHODS Sixty volunteer sophomores and juniors from the stomatology department in Lanzhou university were enrolled to the current study. Participants were randomly assigned into four groups (each group, n = 15) including the traditional jaw model group (Group J) which was the control group, virtual reality group (Group V), virtual-jaw group (Group V-J), and jaw-virtual group (Group J-V). Participants received training on uniform basic periodontal knowledge before completing the first theoretical assessment. Participants further underwent a total 8 h of operation training and completed a second theoretical assessment. Performance of participants was evaluated using the supragingival scaling processes, and clinical operation scores were graded by a blinded professional using an established standard scoring system. RESULTS The findings showed no significant difference in the first theoretical outcomes between the four groups (P > 0.05). The scores of the second theoretical assessment were significantly improved for the V-J and J-V groups (60.00 ± 4.47, 58.33 ± 4.35) compared with the scores of the first theoretical exam (49.67 ± 4.81, 48.00 ± 4.93, P < 0.05). The operation process scores of students in Group V-J and J-V (72.00 ± 5.92; 70.00 ± 3.05) were significantly higher compared with the scores in the other two groups (V: 61.67 ± 7.85; J: 60.67 ± 2.58). The scaling process performance of students in Group V-J and J-V (53.00 ± 3.05; 63.40 ± 4.39) was improved compared with that of students in the other two groups (V: 41.90 ± 5.23; J: 47.40 ± 4.31). CONCLUSION The findings show that combination of virtual reality and jaw model during periodontal preclinical training increases students' grades and improves acquiring of professional skills. Findings from the current study indicate that the jaw model should be applied prior to virtual reality to ensure high efficacy.
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Affiliation(s)
- Jie Zhang
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
- Hospital of Stomatology, Lanzhou University, Lanzhou, 730000, China
- Gansu Province Key Lab of Maxillofacial Reconstruction and Intelligent Manufacturing, Lanzhou, 730000, China
| | - Jiawei Xing
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Min Zheng
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Jie Sheng
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Kailiang Zhang
- School of Stomatology Lanzhou University, Lanzhou, 730000, China.
- Hospital of Stomatology, Lanzhou University, Lanzhou, 730000, China.
- Gansu Province Key Lab of Maxillofacial Reconstruction and Intelligent Manufacturing, Lanzhou, 730000, China.
- Gansu Province Clinical Research Center for Oral Diseases, Lanzhou, 730000, China.
| | - Baoping Zhang
- School of Stomatology Lanzhou University, Lanzhou, 730000, China.
- Hospital of Stomatology, Lanzhou University, Lanzhou, 730000, China.
- Gansu Province Key Lab of Maxillofacial Reconstruction and Intelligent Manufacturing, Lanzhou, 730000, China.
- Gansu Province Clinical Research Center for Oral Diseases, Lanzhou, 730000, China.
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Mehrotra D, Markus A. Emerging simulation technologies in global craniofacial surgical training. J Oral Biol Craniofac Res 2021; 11:486-499. [PMID: 34345584 PMCID: PMC8319526 DOI: 10.1016/j.jobcr.2021.06.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2021] [Accepted: 06/22/2021] [Indexed: 12/14/2022] Open
Abstract
The last few decades have seen an exponential growth in the development and adoption of novel technologies in medical and surgical training of residents globally. Simulation is an active and innovative teaching method, and can be achieved via physical or digital models. Simulation allows the learners to repeatedly practice without the risk of causing any error in an actual patient and enhance their surgical skills and efficiency. Simulation may also allow the clinical instructor to objectively test the ability of the trainee to carry out the clinical procedure competently and independently prior to trainee's completion of the program. This review aims to explore the role of emerging simulation technologies globally in craniofacial training of students and residents in improving their surgical knowledge and skills. These technologies include 3D printed biomodels, virtual and augmented reality, use of google glass, hololens and haptic feedback, surgical boot camps, serious games and escape games and how they can be implemented in low and middle income countries. Craniofacial surgical training methods will probably go through a sea change in the coming years, with the integration of these new technologies in the surgical curriculum, allowing learning in a safe environment with a virtual patient, through repeated exercise. In future, it may also be used as an assessment tool to perform any specific procedure, without putting the actual patient on risk. Although these new technologies are being enthusiastically welcomed by the young surgeons, they should only be used as an addition to the actual curriculum and not as a replacement to the conventional tools, as the mentor-mentee relationship can never be replaced by any technology.
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Affiliation(s)
- Divya Mehrotra
- Department of Oral and Maxillofacial Surgery KGMU, Lucknow, India
| | - A.F. Markus
- Emeritus Consultant Maxillofacial Surgeon, Poole Hospital University of Bournemouth, University of Duisburg-Essen, Trinity College, Dublin, Ireland
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21
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Clemente MP, Moreira A, Pinto JC, Amarante JM, Mendes J. The Challenge of Dental Education After COVID-19 Pandemic - Present and Future Innovation Study Design. INQUIRY: The Journal of Health Care Organization, Provision, and Financing 2021; 58:469580211018293. [PMID: 34105420 PMCID: PMC8193649 DOI: 10.1177/00469580211018293] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
The present work suggests research and innovation on the topic of dental education after the COVID-19 pandemic, is highly justified and could lead to a step change in dental practice. The challenge for the future in dentistry education should be revised with the COVID-19 and the possibility for future pandemics, since in most countries dental students stopped attending the dental faculties as there was a general lockdown of the population. The dental teaching has an important curriculum in the clinic where patients attend general dentistry practice. However, with SARS-CoV-2 virus, people may be reluctant having a dental treatment were airborne transmission can occur in some dental procedures. In preclinical dental education, the acquisition of clinical, technical skills, and the transfer of these skills to the clinic are extremely important. Therefore, dental education has to adapt the curriculum to embrace new technology devices, instrumentations systems, haptic systems, simulation based training, 3D printer machines, to permit validation and calibration of the technical skills of dental students.
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Affiliation(s)
| | | | | | | | - Joaquim Mendes
- Faculdade de Engenharia, Universidade do Porto, Portugal.,INEGI, Porto, Portugal
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22
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Dental Robotics: A Disruptive Technology. SENSORS 2021; 21:s21103308. [PMID: 34064548 PMCID: PMC8151353 DOI: 10.3390/s21103308] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/20/2021] [Revised: 05/04/2021] [Accepted: 05/05/2021] [Indexed: 11/16/2022]
Abstract
Robotics is a disruptive technology that will change diagnostics and treatment protocols in dental medicine. Robots can perform repeated workflows for an indefinite length of time while enhancing the overall quality and quantity of patient care. Early robots required a human operator, but robotic systems have advanced significantly over the past decade, and the latest medical robots can perform patient intervention or remote monitoring autonomously. However, little research data on the therapeutic reliability and precision of autonomous robots are available. The present paper reviews the promise and practice of robots in dentistry by evaluating published work on commercial robot systems in dental implantology, oral and maxillofacial surgery, prosthetic and restorative dentistry, endodontics, orthodontics, oral radiology as well as dental education. In conclusion, this review critically addresses the current limitations of dental robotics and anticipates the potential future impact on oral healthcare and the dental profession.
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23
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Zafar S, Siddiqi A, Yasir M, Zachar JJ. Pedagogical development in local anaesthetic training in paediatric dentistry using virtual reality simulator. Eur Arch Paediatr Dent 2021; 22:667-674. [PMID: 33566287 PMCID: PMC7874567 DOI: 10.1007/s40368-021-00604-7] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2020] [Accepted: 01/15/2021] [Indexed: 12/12/2022]
Abstract
PURPOSE With the advancements in technology, dental pedagogy has also evolved, and new learning technologies have emerged. Virtual reality (VR) as an education tool in dentistry is underutilised. VR as an adjunct in local anaesthesia (LA) teaching in paediatric dentistry has not been investigated. The study aimed to investigate dental student's perception of dental LA VR simulation on a paediatric patient and to determine whether this can improve students learning experience. METHODS Seventy-one students participated in a self-administered questionnaire before and after the use of dental LA VR simulator. Descriptive analysis was performed to determine the perceptions of experience gained through VR. The data were tabulated, graphed, and analysed using SPSS and GraphPad Prism software. RESULTS The study noted that 89.9% of participants perceived that it would improve their LA skills. After using dental LA VR, 83.1% of participants experienced more engaged in the learning activity, and 55.0% of participants agreed/strongly agreed that it improved their understanding of anatomical landmarks. Around 56.4% of participants agreed/strongly agreed that it added value compared with traditional LA teaching methods. CONCLUSION It can be concluded that the use of VR simulation can enhance students engagement and learning experience in paediatric dentistry settings and can be used as an additional means of LA training.
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Affiliation(s)
- S Zafar
- School of Dentistry, The University of Queensland, 288 Herston Road, Herston, QLD, 4006, Australia.
| | - A Siddiqi
- School of Dentistry and Oral Health, Griffith University, Cnr Parkland Drive and Olsen Avenue, Southport, QLD, 4222, Australia
| | - M Yasir
- Department of Information Science, University of Otago, New Zealand, 362 Leith Street, Dunedin, Otago, 9016, New Zealand
| | - J J Zachar
- School of Dentistry, The University of Queensland, 288 Herston Road, Herston, QLD, 4006, Australia
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Chopra SS, Sahoo NK. Pandemic proofing dental education. Med J Armed Forces India 2021; 77:S31-S36. [PMID: 33612929 PMCID: PMC7873679 DOI: 10.1016/j.mjafi.2020.11.025] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2020] [Accepted: 11/24/2020] [Indexed: 11/18/2022] Open
Abstract
Imparting dental education in times of the current pandemic of COVID-19 has transformed it to a Gordian knot. Dental education must focus on educating dental students for a lifetime of clinical practice. It must inspire them to pursue professional development during this era of rapid advancements and transformation, while being ethical and empathic. This pandemic has denied or limited access to clinical learning avenues for students. Hence, there is a need to adapt to the 'new normal' during and after this pandemic by finding a viable solution. This adverse situation must stimulate the dental educators to prepare a COVID-proof curriculum to tackle any (including the current) pandemic situation and prepare academicians to be ready to face such untoward occurrences in future. This would entail redefining learning outcomes, improvising teaching protocols, and adapting current assessment practices.
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Affiliation(s)
- Sukhbir Singh Chopra
- Deputy Commandant, Command Military Dental Centre (Southern Command), Pune, India
| | - Nanda Kishore Sahoo
- Directorate General of Dental Services, Adjutant Generals' Branch, 'L' Block, New Delhi, India
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25
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Karbasi Z, Niakan Kalhori SR. Application and evaluation of virtual technologies for anatomy education to medical students: A review. Med J Islam Repub Iran 2020; 34:163. [PMID: 33816362 PMCID: PMC8004573 DOI: 10.47176/mjiri.34.163] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2019] [Indexed: 11/26/2022] Open
Abstract
To learn anatomy, medical students need to look at body structures and manipulate anatomical structures. Simulation-based education is a promising opportunity for the upgrade and sharing of knowledge. The purpose of this review is to investigate the evaluation of virtual technologies in teaching anatomy to medical students.
Methods: In this review, we searched PubMed, Web of Sciences, Scopus, and Embase for relevant articles in November 2018. Information retrieval was done without time limitation. The search was based on the following keywords: virtual reality, medical education, and anatomy. Results: 2483 articles were identified by searching databases. Finally, the fulltext of 12 articles was reviewed. The results of the review showed that virtual technologies had been used to train internal human anatomy, ear anatomy, nose anatomy, temporal bone anatomy, surgical anatomy, neuroanatomy, and cardiac anatomy. Conclusion: Virtual reality, augmented reality, and games can enhance students' anatomical learning skills and are proper alternatives to traditional methods in case of no access to the cadavers and mannequin.
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Affiliation(s)
- Zahra Karbasi
- Department of Health Information Management, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
| | - Sharareh R Niakan Kalhori
- Department of Health Information Management, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
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26
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Zhang B, Li S, Gao S, Hou M, Chen H, He L, Li Y, Guo Y, Wang E, Cao R, Cheng J, Li R, Zhang K. Virtual versus jaw simulation in Oral implant education: a randomized controlled trial. BMC MEDICAL EDUCATION 2020; 20:272. [PMID: 32811485 PMCID: PMC7433198 DOI: 10.1186/s12909-020-02152-y] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2020] [Accepted: 07/15/2020] [Indexed: 05/26/2023]
Abstract
BACKGROUND This research aims to investigate the evaluation methods of teaching oral implant clinical courses and estimate the effectiveness of a virtual simulation platform. METHODS Eighty second- and third-year undergraduates in Lanzhou University were recruited and randomized to either three experimental groups or one control group. The subjects undertook theoretical examinations to test their basic level of knowledge after training in similarly unified knowledge courses. Each student group then participated in an eight-hour operating training session. An operation test on pig mandible was conducted, followed by a second theoretical examination. The assessment consists of three distinct parts: a subjective operating score by a clinical senior teacher, an implant accuracy analysis in cone-beam computed tomography (angular, apical, and entrance deviation), and comparison of the two theoretical examinations. Finally, students completed a questionnaire gauging their understanding of the virtual simulation. RESULTS There was no significant difference between the four groups in first theoretical examination (P > 0.05); the second theoretical scores of the V-J and J-V group (62.90 ± 3.70, 60.05 ± 2.73) were significantly higher than the first time (57.05 ± 3.92, P < 0.05), while no difference between the V (57.10 ± 3.66) and J (56.89 ± 2.67) groups was found. Thus, the combination of V-J was effective in improving students' theoretical scores. The V-J and J-V groups had higher scores on operation (73.98 ± 4.58, 71.85 ± 4.67) and showed better implant precision. CONCLUSION Virtual simulation education, especially with a jaw simulation model, could improve students' implantology achievements and training. Currently study found that the V-J group may performed better than the J-V group in oral implant teaching.
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Affiliation(s)
- Baoping Zhang
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Sihong Li
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Shuting Gao
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Mingfang Hou
- College of Medicine, Lanzhou University, Lanzhou, 730000, China
| | - Hong Chen
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Lulu He
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Yiting Li
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Yumeng Guo
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Errui Wang
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Rui Cao
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Jingyang Cheng
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Ruiping Li
- School of Stomatology Lanzhou University, Lanzhou, 730000, China
| | - Kailiang Zhang
- School of Stomatology Lanzhou University, Lanzhou, 730000, China.
- Hospital of Stomatology, Lanzhou University, Lanzhou, 730000, China.
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Liebermann A, Erdelt K. Virtual education: Dental morphologies in a virtual teaching environment. J Dent Educ 2020; 84:1143-1150. [DOI: 10.1002/jdd.12235] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2020] [Revised: 05/02/2020] [Accepted: 05/18/2020] [Indexed: 11/11/2022]
Affiliation(s)
- Anja Liebermann
- Department of Prosthetic Dentistry University Hospital LMU Munich Munich Germany
| | - Kurt Erdelt
- Department of Prosthetic Dentistry University Hospital LMU Munich Munich Germany
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Souza-Junior VDD, Mendes IAC, Tori R, Marques LP, Mashuda FKK, Hirano LAF, Godoy SD. VIDA-Nursing v1.0: immersive virtual reality in vacuum blood collection among adults. Rev Lat Am Enfermagem 2020; 28:e3263. [PMID: 32491118 PMCID: PMC7266633 DOI: 10.1590/1518-8345.3685.3263] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2019] [Accepted: 12/23/2019] [Indexed: 11/21/2022] Open
Abstract
OBJECTIVE to develop and validate the first immersive virtual reality simulation addressing vacuum blood collection in adult patients - VIDA-Nursing v1.0. METHOD methodological study to validate 14 steps of the vacuum blood collection procedure in adults, designed to develop the immersive virtual reality simulator VIDA-Nursing v1.0. It was assessed by 15 health workers and 15 nursing undergraduate students in terms of visual, interactive, movement simulation reality, teaching and user-friendly aspects. RESULTS the workers considered 79.6% of the items to be valid, while the students considered 66.7% of the items valid; most of the demands can be implemented in the system by improving future versions. CONCLUSION the simulator was considered a promising and innovative tool to teach vacuum blood collection in adults as it can be combined with other resources currently used to introduce this topic and technique in the education of undergraduate nursing students.
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Affiliation(s)
- Valtuir Duarte De Souza-Junior
- PAHO/WHO Collaborating Centre for Nursing Research Development, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto, SP, Brazil
| | - Isabel Amélia Costa Mendes
- PAHO/WHO Collaborating Centre for Nursing Research Development, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto, SP, Brazil
| | - Romero Tori
- Escola Politécnica, Universidade de São Paulo, São Paulo, SP, Brazil
| | - Leonardo Prates Marques
- PAHO/WHO Collaborating Centre for Nursing Research Development, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto, SP, Brazil
| | | | | | - Simone De Godoy
- PAHO/WHO Collaborating Centre for Nursing Research Development, Escola de Enfermagem de Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto, SP, Brazil
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Sánchez-Garcés MÁ, Arnabat-Domínguez J, Camps-Font O, Toledano-Serrabona J, Guijarro-Baude A, Gay-Escoda C. Evaluation of student-to-student local anaesthesia administration at the University of Barcelona: A cross-sectional study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:328-334. [PMID: 31981440 DOI: 10.1111/eje.12503] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2019] [Revised: 12/06/2019] [Accepted: 01/14/2020] [Indexed: 06/10/2023]
Abstract
INTRODUCTION To determine changes in anxiety perceived in students during their first experience injecting local anaesthetic and assess the variability in the perception in the teaching/learning experience as surgeons and patients in relation to gender. MATERIAL AND METHODS This cross-sectional study was carried out on students enrolled in the Anaesthesia and Resuscitation course at the University of Barcelona. A descriptive and bivariate analysis was carried out using McNemar and Fisher tests. The level of significance was set at a P-value of <.05. RESULTS Out of 85 students, a total of 71 responses were obtained. Overall, significant anxiety changes associated with the inferior alveolar nerve block were observed, specifically, before and during (P = .003), before and after (P < .001), and during and after (P < .001) the injection. The calm/relaxed category showed significant differences between before and after (P < .001) and during and after (P < .001) the procedure. Opinions and responses from male and female students differed statistically in relation to the injection on each other as preparation for real work situations (P < .023), recognition of landmarks (P < .001), determination of the insertion points (P = .032) and the need for supervision (P = .043). CONCLUSIONS This study showed that the overall, students felt more anxious before being injecting with the anaesthetic and the students learning to give the local anaesthetic to each other is an appropriate learning method. No gender-related differences were observed in the participants.
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Affiliation(s)
- Mª Ángeles Sánchez-Garcés
- Faculty of Medicine and Health Sciences, University of Barcelona, Barcelona, Spain
- Master's Degree Program in Oral Surgery and Implantology, Faculty of Medicine and Health Sciences, University of Barcelona, Barcelona, Spain
- Bellvitge Biomedical Research Institute (IDIBELL), Barcelona, Spain
- Oral Surgery, Implantology and Maxillofacial Surgery Department of the Teknon Medical Center, Barcelona, Spain
- Master's Degree Program in Oral Surgery and Implantology, European Foundation for Health Research and Education International University, Belize City, Belize
- Private Catalan Foundation for Oral Health (EFHRE International University/FUCSO), Barcelona, Spain
| | - Josep Arnabat-Domínguez
- Faculty of Medicine and Health Sciences, University of Barcelona, Barcelona, Spain
- Master's Degree Program in Oral Surgery and Implantology, Faculty of Medicine and Health Sciences, University of Barcelona, Barcelona, Spain
- Bellvitge Biomedical Research Institute (IDIBELL), Barcelona, Spain
- Oral Surgery, Implantology and Maxillofacial Surgery Department of the Teknon Medical Center, Barcelona, Spain
- Master's Degree Program in Laser Dentistry Degree Program, Faculty of Medicine and Health Sciences, University of Barcelona, Barcelona, Spain
- European Master degree in Oral Laser applications (EMDOLA), Faculty of Medicine and Health Sciences, University of Barcelona, Barcelona, Spain
| | - Octavi Camps-Font
- Faculty of Medicine and Health Sciences, University of Barcelona, Barcelona, Spain
- Master's Degree Program in Oral Surgery and Implantology, Faculty of Medicine and Health Sciences, University of Barcelona, Barcelona, Spain
- Bellvitge Biomedical Research Institute (IDIBELL), Barcelona, Spain
- Oral Surgery, Implantology and Maxillofacial Surgery Department of the Teknon Medical Center, Barcelona, Spain
- Master's Degree Program in Oral Surgery and Implantology, European Foundation for Health Research and Education International University, Belize City, Belize
- Private Catalan Foundation for Oral Health (EFHRE International University/FUCSO), Barcelona, Spain
| | - Jorge Toledano-Serrabona
- Faculty of Medicine and Health Sciences, University of Barcelona, Barcelona, Spain
- Master's Degree Program in Oral Surgery and Implantology, Faculty of Medicine and Health Sciences, University of Barcelona, Barcelona, Spain
| | - Aina Guijarro-Baude
- Faculty of Medicine and Health Sciences, University of Barcelona, Barcelona, Spain
| | - Cosme Gay-Escoda
- Faculty of Medicine and Health Sciences, University of Barcelona, Barcelona, Spain
- Master's Degree Program in Oral Surgery and Implantology, Faculty of Medicine and Health Sciences, University of Barcelona, Barcelona, Spain
- Bellvitge Biomedical Research Institute (IDIBELL), Barcelona, Spain
- Oral Surgery, Implantology and Maxillofacial Surgery Department of the Teknon Medical Center, Barcelona, Spain
- Master's Degree Program in Oral Surgery and Implantology, European Foundation for Health Research and Education International University, Belize City, Belize
- Private Catalan Foundation for Oral Health (EFHRE International University/FUCSO), Barcelona, Spain
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Dentronics: Towards robotics and artificial intelligence in dentistry. Dent Mater 2020; 36:765-778. [PMID: 32349877 DOI: 10.1016/j.dental.2020.03.021] [Citation(s) in RCA: 66] [Impact Index Per Article: 16.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2019] [Revised: 03/18/2020] [Accepted: 03/19/2020] [Indexed: 11/21/2022]
Abstract
OBJECTIVES This paper provides an overview of existing applications and concepts of robotic systems and artificial intelligence in dentistry. This review aims to provide the community with novel inputs and argues for an increased utilization of these recent technological developments, referred to as Dentronics, in order to advance dentistry. METHODS First, background on developments in robotics, artificial intelligence (AI) and machine learning (ML) are reviewed that may enable novel assistive applications in dentistry (Sec A). Second, a systematic technology review that evaluates existing state-of-the-art applications in AI, ML and robotics in the context of dentistry is presented (Sec B). RESULTS A systematic literature research in pubmed yielded in a total of 558 results. 41 studies related to ML, 53 studies related to AI and 49 original research papers on robotics application in dentistry were included. ML and AI have been applied in dental research to analyze large amounts of data to eventually support dental decision making, diagnosis, prognosis and treatment planning with the help of data-driven analysis algorithms based on machine learning. So far, only few robotic applications have made it to reality, mostly restricted to pilot use cases. SIGNIFICANCE The authors believe that dentistry can greatly benefit from the current rise of digital human-centered automation and be transformed towards a new robotic, ML and AI-enabled era. In the future, Dentronics will enhance reliability, reproducibility, accuracy and efficiency in dentistry through the democratized use of modern dental technologies, such as medical robot systems and specialized artificial intelligence. Dentronics will increase our understanding of disease pathogenesis, improve risk-assessment-strategies, diagnosis, disease prediction and finally lead to better treatment outcomes.
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Caruso TJ, Qian J, Lawrence K, Armstrong-Carter E, Domingue BW. From Socrates to Virtual Reality: A Historical Review of Learning Theories and Their Influence on the Training of Anesthesiologists. THE JOURNAL OF EDUCATION IN PERIOPERATIVE MEDICINE : JEPM 2020; 22:E638. [PMID: 32939366 PMCID: PMC7485431 DOI: 10.46374/volxxii-issue2-caruso] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/13/2023]
Abstract
Over the past couple of centuries, the training of American physicians, and anesthesiologists in particular, has undergone a radical transformation. The revolution of medical training has been and continues to be fueled by insights from learning theorists. In this historical review, we discuss the origins of American medical education in the 1700s and continue through the centuries illustrating the impact of learning theories on the education and training of anesthesiologists. In particular, we explore the impact of learning theories of the 1800s and the adult-centered teaching strategies of the 1900s. We also discuss the role of learning theories in molding medical education in the modern technological age.
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Digital dentistry: The new state of the art - Is it disruptive or destructive? Dent Mater 2019; 36:9-24. [PMID: 31526522 DOI: 10.1016/j.dental.2019.08.103] [Citation(s) in RCA: 91] [Impact Index Per Article: 18.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2019] [Revised: 08/22/2019] [Accepted: 08/23/2019] [Indexed: 11/22/2022]
Abstract
OBJECTIVE Summarizing the new state of the art of digital dentistry, opens exploration of the type and extent of innovations and technological advances that have impacted - and improved - dentistry. The objective is to describe advances and innovations, the breadth of their impact, disruptions and advantages they produce, and opportunities created for material scientists. METHODS On-line data bases, web searches, and discussions with industry experts, clinicians, and dental researchers informed the content. Emphasis for inclusion was on most recent publications along with innovations presented at trade shows, in press releases, and discovered through discussions leading to web searches for new products. RESULTS Digital dentistry has caused disruption on many fronts, bringing new techniques, systems, and interactions that have improved dentistry. Innovation has spurred opportunities for material scientists' future research. SIGNIFICANCE With disruptions intrinsic in digital dentistry's new state of the art, patient experience has improved. More restoration options are available delivering longer lifetimes, and better esthetics. Fresh approaches are bringing greater efficiency and accuracy, capitalizing on the interest, capabilities, and skills of those involved. New ways for effective and efficient inter-professional and clinician-patient interactions have evolved. Data can be more efficiently mined for forensic and epidemiological uses. Students have fresh ways of learning. New, often unexpected, partnerships have formed bringing further disruption - and novel advantages. Yes, digital dentistry has been disruptive, but the abundance of positive outcomes argues strongly that it has not been destructive.
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Abstract
Simulation involves the re-creation of real-life situations, processes, or structures for the purpose of improving safety, effectiveness, and efficiency of health care services: simulation provides a controlled and safe environment for training and assessment. In an age in which regulatory burdens, fiscal challenges, and renewed focus on patient safety increasingly constrain surgical residency programs, innovation in teaching is vital for the future of oral and maxillofacial surgery (OMS) training. Of the simulation technologies in modern day health care education, many have found their way into OMS training. This article reviews these technologies, and some examples of their uses in OMS.
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Affiliation(s)
- Kamal F Busaidy
- Department of Oral and Maxillofacial Surgery, UTHealth-Houston, 7500 Cambridge Street, Suite 6510, Houston, TX 77030, USA.
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A scoping review of the use and application of virtual reality in pre-clinical dental education. Br Dent J 2019; 226:358-366. [DOI: 10.1038/s41415-019-0041-0] [Citation(s) in RCA: 42] [Impact Index Per Article: 8.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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