Technology-enhanced simulation-based learning in orthodontic education: A scoping review

Game-based learning in orthodontic education: a systematic review

OBJECTIVE

To evaluate educational impact of game-based learning (GBL) in orthodontic education.

METHODS

A systematic search was undertaken across four databases (Scopus, PubMed, ProQuest Dissertations & Theses Global, and Google Scholar) to identify relevant articles published from January 2000 to December 2023. Additionally, the reference lists of identified literature were examined to further search for relevant literature. The last search was performed on 28 January 2024.

RESULTS

Following the article selection process, seven articles were included in this systematic review, comprising four randomized control trials and three questionnaire surveys. Six articles were assessed to have a moderate risk of biases, whereas one research exhibited a low risk of bias. GBL interventions assessed in five articles were designed in digital format, while one study implemented evaluated traditional learning, and another employed a card game format. Two RCTs indicated a greater effectiveness of GBL in enhancing learner performance compared to traditional learning methods, while one article found no significant difference. Across all articles, positive perceptions of GBL were consistently highlighted at both undergraduate and postgraduate levels.

CONCLUSION

This systematic review supports the potential of GBL in orthodontic education. The implementation of GBL is recommended to integrate entertaining and educational elements, fostering learner performance within engaging learning environments. However, it is imperative to acknowledge that the overall quality of evidence is limited, primarily due to the moderate risk of biases identified in six of the included articles. Consequently, further high-quality experimental studies are required to validate the effectiveness of GBL in orthodontic education.

Dental Sleep Medicine Education Amongst Accredited Orthodontic Programmes in Thailand

BACKGROUND

Dental sleep medicine education (DSME) should be emphasised in postgraduate orthodontic training; however, there appears to be no clear guideline for its implementation into the curriculum.

OBJECTIVE

The aim was to investigate the current status of DSME as well as its feasibility and implementation in postgraduate orthodontic programmes.

METHODS

A structured interview with predetermined response options was chosen as a data collection method to gather relevant information from representatives of all accredited postgraduate orthodontic programmes in Thailand. These interviews were conducted online via the Cisco Webex Meeting platform. A combination of data analysis techniques was employed to achieve a thorough comprehension of the research findings, including descriptive statistics, quantitative content analysis, thematic analysis, and alignment analysis.

RESULTS

All participating programmes reported the inclusion of DSME in their curricula. A didactic approach was adopted by all programmes. However, only 2 out of 7 programmes offered clinical sessions for their students. Several challenges in implementing DSME within orthodontic programmes were identified, including a shortage of expertise and limited patient access. The participants also suggested that knowledge and resource sharing amongst institutions could serve as a potential solution to enhance the feasibility of DSME.

CONCLUSIONS

This research highlighted the significant disparities and inadequacy of DSME within postgraduate orthodontic programmes in Thailand due to various challenges. Consequently, there is a compelling need to place greater emphasis on DSME and establish a national-level standardisation within orthodontic programmes. This effort is essential for enhancing the awareness and competency of orthodontists in the field of DSME.

Evaluation of digital and manual orthodontic diagnostic setups in non-extraction cases using ABO model grading system: an in-vitro study

BACKGROUND

To evaluate the outcome quality of manual and digital orthodontic diagnostic setups in non-extraction cases according to the American Board of Orthodontics model grading system and to calculate the laboratory time needed for orthodontic diagnostic setup construction.

METHODS

The sample consisted of 60 pretreatment models of non-extraction orthodontic cases with age ranges of 18-30. The study models were duplicated and scanned with 3Shape R-750 scanner. Digital and manual diagnostic setups were constructed according to their respective treatment plans. Digital diagnostic setups were 3D printed and then both manual and digital setups were assessed using the modified American Board of Orthodontics Cast Radiograph evaluation score (ABO CRE), which includes alignment, marginal ridge, buccolingual inclination, occlusal contacts, occlusal relationships, interproximal contacts, and overjet. The laboratory time needed for orthodontic setups was measured in minutes.

RESULTS

The total ABO CRE score of the digital diagnostic setup group (5.93 ± 2.74) was significantly lower than that of the manual diagnostic setup group (13.08 ± 3.25). The manual diagnostic setup had significantly larger scores in marginal ridge, overjet, overbite, buccolingual inclination, occlusal relationship, and total scores (P < 0.01). However, the digital diagnostic setup had a statistically larger occlusal contacts score than the manual diagnostic setup (P < 0.01). There was no significant difference between the alignment and the interproximal contacts scores in either group. The manual diagnostic setup needed significantly longer laboratory time (187.8 ± 14.22) than the digital setup (93.08 ± 12.65) (P < 0.01). Comparison between broken teeth was performed by using the chi-square test which found no significant difference between different tooth types.

CONCLUSIONS

Digital diagnostic setup is a reliable tool for orthodontic diagnostic setup construction providing excellent quality setup models. Manual diagnostic setup is time consuming with a technique-sensitive laboratory procedure.

Perceptions of orthodontic residents toward the implementation of dental technologies in postgraduate curriculum

BACKGROUND

Dental technologies have increasingly been implemented in orthodontic practice to offer better experiences for orthodontists and patients, however, there is no scientific evidence yet whether which technologies should be implemented into the postgraduate programs.

OBJECTIVES

To investigate perceptions of orthodontic residents toward the confidence and importance of dental technologies, as well as to determine their necessity in postgraduate programs.

MATERIALS AND METHODS

The online questionnaire was designed to collect data from residents from all accredited orthodontic postgraduate programs in Thailand. The questionnaire consisted of four sections, which were (1) demographic data, (2) self-perceived importance of orthodontic technologies, (3) self-perceived confidence toward orthodontic technologies, and (4) the necessity of orthodontic technologies in postgraduate programs. The data were analyzed using descriptive statistics, Spearman correlation, and a chi-square test.

RESULTS

Intraoral scanner was found to be an orthodontic technology with the highest scores for both self-perceived importance (4.37 ± 0.59) and confidence (4.23 ± 0.75), followed by cone-beam computed tomography, digital treatment planning software, and lab-produced aligners. These orthodontic technologies were also considered as mandatory in orthodontic postgraduate programs. CAD/CAM technologies appeared to be least important, and their training may be arranged as short course training. There was no significant influence of training locations on the necessity of all orthodontic technologies (P > 0.05), except CBCT. Self-perceived importance and confidence in all technologies were found to have significant positive correlations (P < 0.05), except teledentistry and in-office aligners.

CONCLUSION

Orthodontic technologies were perceived as important in clinical workflow. Intraoral Scanners, CBCT, digital treatment planning software, lab-produced aligners, and digital modeling software appeared to be necessary for clinical practice and should be considered for orthodontic postgraduate programs, while other technologies may be arranged as short course training. Further research should investigate how to arrange and organize training sessions in orthodontic postgraduate programs.

The accuracy of virtual setup in simulating treatment outcomes in orthodontic practice: a systematic review

OBJECTIVES

To evaluate the accuracy of virtual orthodontic setup in simulating treatment outcomes and to determine whether virtual setup should be used in orthodontic practice and education.

MATERIALS AND METHODS

A systematic search was performed in five electronic databases: PubMed, Scopus, Embase, ProQuest Dissertations & Theses Global, and Google Scholar from January 2000 to November 2022 to identify all potentially relevant evidence. The reference lists of identified articles were also screened for relevant literature. The last search was conducted on 30 November 2022.

RESULTS

This systematic review included twenty-one articles, where all of them were assessed as moderate risk of bias. The extracted data were categorized into three groups, which were: (1) Virtual setup and manual setup; (2) Virtual setup and actual outcomes in clear aligner treatment; (3) Virtual setup and actual outcomes in fixed appliance treatment. There appeared to be statistically significant differences between virtual setups and actual treatment outcomes, however the discrepancies were clinically acceptable.

CONCLUSION

This systematic review supports the use of orthodontic virtual setups, and therefore they should be implemented in orthodontic practice and education with clinically acceptable accuracy. However, high-quality research should be required to confirm the accuracy of virtual setups in simulating treatment outcomes.