Hands-on training based on quantifying radiant exposure improves how dental students cure composites: Skill retention at 2-year follow-up

INTRODUCTION

The durability and longevity of composite restoration are much dependent on the accurate delivery of the energy required to polymerise the material. This study aimed to investigate the extent to which undergraduate dental students acquire and retain light-curing skills following hands-on training.

MATERIALS AND METHODS

Hands-on training comprises faculty tutoring for critical aspects of the light-curing procedure, such as distance and angulation of the light-curing tip. Assessments of the students' ability to deliver a specified radiant exposure to class III and I simulated RBCs using a dental simulator (MARC-PS^® ) at three different time points after the training. Data were analysed using repeated measure ANOVA.

RESULTS

Immediately after the training, students' performance on curing was improved (p < .05). Overall, the radiant exposure increased after training, but the students lost some of the benefits with time. For curing in the anterior section (anterior sensor-class III), the mean radiant exposure values increased by approximately 20% after the training. After 2 years, the values were 15% greater than baseline values. For curing in the posterior section (posterior sensor-class I), the mean radiant exposure values increased by approximately 150% after the training. A significant decrease (p < .05) was observed; however, the radiant exposure values were still 82% greater than the baseline after 2 years.

CONCLUSION

A hands-on training dedicated to light-curing procedures facilitated acquisition and retention up to a 2-year follow-up of skill on how light cure composite inside the mouth. The training was more relevant for curing in posterior areas, where orientation can significantly impact light-curing. A hands-on training where the radiant exposure can be measure gave objective measurement metrics to guide the curing performance. This approach is an effective means of teaching practical skills to dental students.

Influence of dental education on eye gaze distribution when observing facial profiles with varying degrees of lip protrusion

OBJECTIVES

The purpose of the present study was to investigate the influence of dental education on eye gaze distribution when perceiving facial profile images with varying degrees of lip protrusion.

METHODS

Fifty-one subjects with dental education (dental-education group) and 47 without dental education (no-dental-education group) were included in this study. The eye gaze distribution of the subjects was recorded for 10 seconds using a non-contact eye tracker when determining whether or not the subjects judged each various facial profile image inappropriate. The facial profile images had varying degrees of upper-lip and lower-lip protrusion. The frequency of eye fixation (lasting >0.06 seconds) was counted. The duration was measured as the total time of eye fixation. The facial images were divided into 4 regions of interest (ROIs): the forehead (ROI-I); the orbit and nose root (ROI-II); the nose tip and upper lip (ROI-III); and the lower lip and chin (ROI-IV). The frequency and duration of eye fixation on each ROI was compared.

RESULTS

The frequency of eye fixation on ROI-II was greater in comparison to ROI-I and ROI-IV. The frequency of eye fixation on ROI-III was also greater in comparison to ROI-I and ROI-IV. The duration of eye fixation on ROI-III in the dental-education group was longer in comparison to the no-dental-education group.

CONCLUSIONS

Dental education influenced the eye fixation on the nose tip and upper lip when perceiving facial profile images.

Computer simulation and virtual reality in undergraduate operative and restorative dental education: A critical review

The primary aim of this review was to synthesize the literature for studies investigating the use of computer simulation (CS) and virtual reality (VR) in undergraduate dental education in operative and restorative dentistry. The secondary aim was to list best practices that maximize the simulation experience in dental education. A literature review of the PubMed and ERIC databases was conducted using the search terms "Dental AND Simulator," "Dental AND Virtual reality," and "Simulation AND Dental education." Studies in English language were categorized into 1 of 5 themes: Manual dexterity and cavity preparation, light curing skills, simulation perception and experience, predictability, and simulation model development. Main practices of simulation education indicated in the McGaghie et al. critical review published in 2010 were used as a reference to identify common practices for dental simulation. Thirty nine of 579 identified abstracts met the inclusion criteria. Skill acquisition and feedback were the two most frequently investigated parameters found in the review. CS was efficient in teaching cavity preparation and light curing skills. Feedback and deliberate practice were among the best practices that should be emphasized in order to enhance the efficiency of the CS and VR simulation exercises. The use of CS is effective in teaching operative skills (such as light curing and cavity preparation) reliably; whereas, the use of VR in undergraduate curricula is debatable. To achieve the maximum benefits of the simulation exercises, emphasis must be given to the timely feedback and deliberate practice approaches.