Getting to the Root of Fine Motor Skill Performance in Dentistry: Brain Activity During Dental Tasks in a Virtual Reality Haptic Simulation

Passive leg raising modulates low-frequency oscillation propagation in peripheral atherosclerosis: A pilot study

OBJECTIVE

Low-frequency oscillations (LFOs) observed in the periphery may reflect physiological processes. The aim of this study was to investigate these processes' effects on LFOs and the differences between healthy subjects and those with peripheral arteriosclerosis disease (PAD).

METHODS

14 PAD patients and 25 healthy controls were studied in resting (RS) and passive leg raising (PLR) states. We simultaneously measured LFOs at the peripheral left earlobes (LE), right earlobes (RE), left fingertips (LF), right fingertips (RF), left toes (LT), and right toes (RT), along with coherence and phase shift analysis processing.

RESULTS

The coherence coefficients in the PAD group were lower than those in the healthy group (p < .01), and the phase shifts in the PAD group were higher than those in the healthy group (p < .01) in a resting state. Mild to moderate PAD patients had greater coherence coefficients and smaller phase shifts than severe PAD patients. 0.05 Hz PLR LFOs originating in the LT can be observed in other peripheral positions. The proportion of occurrence times for 0.05 Hz PLR LFOs peaks observed at different peripheral positions was different in healthy subjects, patients with bilateral multiple lower limb arteriosclerosis, and those with left or right lower limb arteriosclerosis.

CONCLUSION

The coherence coefficient and phase shift characteristics of LFOs were different between healthy subjects and PAD patients. LFOs have the potential to provide valuable physiological process information associated with atherosclerosis in the periphery.

Effectiveness of haptic feedback devices in preclinical training of dental students-a systematic review

BACKGROUND

Acquisition of psychomotor skills is of utmost importance for competent preclinical restorative dentistry. Recent advancements in haptic feedback technology have been incorporated into preclinical dental education to augment the conventional phantom head-based training.

OBJECTIVE

This systematic review aims to assess the effectiveness of haptic feedback device, Simodont, in improving the skill development and learning outcomes of dental students during their preclinical training.

MATERIALS AND METHODS

Electronic databases Web of Science, Scopus, PubMed were searched for relevant studies since inception up until March, 2023. Only English language studies that assessed the effectiveness of haptic feedback devices in preclinical dental education were included. We excluded studies that did not use Simodont as the haptic feedback device or did not involve preclinical restorative work. Study quality was assessed using the revised Cochrane risk of bias tool and ROBINS-I. The primary goal of the study is to evaluate the efficacy of Simodont as a complementary training modality for dentistry students.

RESULTS

Results from 9 high-quality studies were analyzed and synthesized to evaluate the overall impact of haptic feedback devices on various aspects of preclinical training. The studies were conducted on 826 undergraduate dental students enrolled in various years of their training across dental colleges and universities in different parts of the world. A majority of studies showed some concerns regarding risk of bias. Haptic feedback devices added a new layer to Virtual Reality (VR) through the perception of touch and force feedback. It assisted junior dental students improve their psychomotor skills and movement skills. Instantaneous feedback on the students' performance helped enhance their self-assessment and correction, and also eliminated the subjectivity of evaluation. Data derived from virtual simulators helped stratify dental students and predict their clinical performance, providing an opportunity to tailor the learning process to meet individual diversity in students' expertise.

CONCLUSION

Based on the limited evidence available, Simodont was effective in preclinical training of dental students, offering advantages such as unlimited reproducibility, objective evaluation of preparation by computer assessment, and cost reduction. And further studies are warranted to explore the incorporation of patient's oral environment simulation for better skill training.

Haptic and Force Feedback Technology in Dental Education: A Bibliometric Analysis

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.

Virtual versus jaw simulation in inlay preparation preclinical teaching: a randomised controlled trial

BACKGROUND

To investigate the effect of virtual simulation systems on the teaching of inlay experiments and to guide the experimental teaching of tooth preparation.

METHODS

Participants in their second semester of the junior year were selected to carry out the unified teaching and evaluation of dental preparation theory. The age varied from 18 to 22 years (19.96 ± 0.70) and the participants were randomly divided into four groups (n = 19) with a similar male-to-female ratio following CONSORT guidelines, including a jaw simulation model training group (Group J), a virtual simulation system training group (Group V), a jaw model training first followed by a virtual system training group (Group J-V), and a virtual system followed by a jaw model training group (Group V-J). The inlay tooth preparation assessment was performed on the extracted teeth. The data were analysed according to the assessment scores by a senior clinician. The subjective feelings of the students towards the system were evaluated using questionnaires.

RESULTS

The second theoretical scores of Group V-J (63.5 ± 2.89) and Group J-V (60.5 ± 3.25) were higher than those of Group V (57.5 ± 3.13) and Group J (58.0 ± 3.67). The experimental scores of Groups J-V and V-J (62.79 ± 2.84; 64.00 ± 2.85) were higher than those of Groups V and J (56.05 ± 3.39; 55.74 ± 2.53). The questionnaire survey illustrated that most students preferred the digital virtual simulation system (perfect assessment: 91.3%, accuracy: 82.6%, satisfaction: 52.2%).

CONCLUSION

Virtual simulation training can facilitate the teaching effect of tooth preparation in inlay experiments, and the teaching mode of Group V-J was the best. Therefore, this teaching mode is to be popularised.

Dental 3D Printing Design Based on Neurodegeneration and Virtual Reality Imaging Technology

Objective

To model and compare the stress variation and distribution of the implant and its supporting components under two types of loading with the abutment in the axial and coronal lingual augmentation positions by means of the 3D finite element method.

Method

15 all-ceramic crowns completed by the same technician between the years 2014 and 2015 were randomly selected. A high precision laser scanner was used to scan the specimen models of all-ceramic crowns and then converted and imported into the promapping software to create 15 solid models each in the axial position of the crown and the lingual augmentation position of the crown.

Results

We showed that the abutments were significantly more stressed in the bone cortex than in the bone cancellous under both loads when the abutments were in the long axis position and in the lingual ridge position of the dentition. The distribution of stresses in the bone tissue was mainly concentrated in the cortical bone. The stresses induced by oblique forces were greater than those induced by vertical forces. When comparing the abutment in the long axis position of the dentition with the lingual ridge position of the dentition, the peak stresses obtained from the stress analysis of the abutment in the lingual ridge position were all increased to different degrees under both loads, and the differences were statistically significant (p < 0.05) suggesting that the design of the abutment in the direction of the long axis of the dentition is less stressful than that of the crown in the lingual augmentation position, and the risk of alveolar ridge resorption and screw fracture is less.

Conclusion

In this paper, we proposed a dental 3D scanning system, which is less stressful based on a 3D reconstruction algorithm using Fourier transform contouring that achieved a speed dental 3D scanner with Fourier transform contouring by projecting a raster pattern onto a dental impression.

3-Dimensional simulations and student learning in orthodontic education

INTRODUCTION

The electronic dental model (e-model) is an example of a digital 3-dimensional technology to support inquiry-based learning in undergraduate dental education. As student perceptions of and engagement with e-models vary, it is uncertain whether these perceptions have implications for their learning processes and outcomes.

MATERIALS AND METHODS

Third-year dental students (N = 40) completed a questionnaire to identify their perceptions of and preferences for model modalities. They were divided into three groups based on their preference: Preferring plaster models (Group 1); Preferring e-models (Group 2); No preference (Group 3). Students from three groups (N = 9) attended a hands-on digital occlusion evaluation workshop, and then completed a case-based diagnostic evaluation test using digital occlusion evaluation software. Camtasia Studio™ recorded real-time and on-screen data of the number of mouse-clicks and time spent.

RESULTS

Students reported positive feedbacks on the use of e-models, and 72.5% of the students preferred combination use of e-models and plaster models. After attending the hands-on digital dental occlusion evaluation workshop, Group 2 scored higher on the diagnostic evaluation test (p < .05) and registered more mouse-clicks than Group 1 when evaluating the arch symmetry (p < .05). Group 2 registered fewer mouse-clicks than Group 3 during tooth size measurement (p < .05). There was no significant difference regarding the time used to answer the knowledge questions amongst the three groups.

CONCLUSION

Undergraduate dental students indicated a generally high acceptance of e-models for their learning in orthodontics, and more prefer a blended approach. Students preferring e-models presented higher performance outcomes, which supports cognitive load theory regarding prior exposure to simulation-based environments.

A conceptual model for clinical psychomotor skill development in an era of simulated and virtual reality

Psychomotor skill development is central to a beginner practitioner's learning pathway. Curriculum constraints around time, access to facilities and resources in health professions education have prompted the growth in alternative approaches to clinical skill development in both simulation and direct patient care. Among these is the increased incorporation of virtual reality (VR) systems with haptic feedback alongside traditional, solid simulations. Given the rapid growth in the adoption of technological affordances to support skill development, it is cogent to pause and examine whether the underpinning concepts regarding psychomotor skill development that have driven much of the approaches to teach clinical skill acquisition in dentistry remain fit-for-purpose. This conceptual paper proposes a new taxonomy for clinical simulation psychomotor skill development in the era of increasing variety of simulation modalities.

Effectiveness of virtual simulation and jaw model for undergraduate periodontal teaching

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.

Antidepressant Monotherapy and Combination Therapy with Acupuncture in Depressed Patients: A Resting-State Functional Near-Infrared Spectroscopy (fNIRS) Study

Depression is a common psychiatric illness affecting over 300 million people globally. Acupuncture has been reported to be a safe complementary treatment for depression. This study is aimed to investigate the efficacy and mechanism of combining acupuncture with antidepressants in treating depression compared to the sole use of antidepressants. Seventy depression patients were randomly assigned to the treatment group (n = 50) and control group (n = 20). The treatment group received acupuncture combined antidepressants treatment for 3 weeks, while the control group took antidepressants monotherapy for 3 weeks. Among the 70 patients, 40 participants (20 control; 20 treatment) were randomized for studying functional connectivity (FC) of the dorsolateral prefrontal cortex (DLPFC) measured by the functional near-infrared spectroscopy. The primary outcome was HAMD-17 and secondary outcomes were PHQ-9, and the relationships of resting-state FC (rsFC) with the depression severity. PHQ-9 and HAMD-17 scores in the treatment group were significantly lower than those in the control group at Week 3 (p = 0.01) with effect sizes of -0.4 and -0.61 respectively. The rsFC in F1, F3, AF3, AF7, FC3, FC5 (left DLPFC, 10-20 system), AF8, and F6 (right DLPFC) in the treatment group had significant temporal correlation (p < 0.05, FDR corrected) in DLPFC compared to the channels in the control group. No significant correlation was found between the changes of rsFC and depression severity. In conclusion, depressed patients receiving acupuncture combined with antidepressants have improvement of depressive symptoms and the stronger rsFC in the DLPFC compared to those using antidepressants alone.

The utility of haptic simulation in early restorative dental training: A scoping review

BACKGROUND

Haptic dental simulators are becoming increasingly available in dental schools around the world; however, there is a paucity of evidence on their pedagogical effectiveness particularly in early dental training for the acquisition of the highly specific fine motor dental skills.

METHODS

A scoping review was performed to broadly map the available evidence and to detect knowledge gaps on the utility of haptic dental simulation in early dental training. The review is reported using the PRISMA-ScR guidelines. Eight bibliographic databases were searched: Web of Science, Scopus, MEDLINE via PubMed, Cochrane library, CENTRAL, ERIC, IEEE Xplore, and TRIP. Charted data were reported by clustering results according to study characteristics, research themes, research purpose, and type of validity evidence identified.

RESULTS

The review process resulted in the inclusion of 36 studies published between 2009 and 2020. The majority of the studies were cross-sectional in design with short-term evaluation data. Of the studies included, 64% investigated commercially available haptic simulators, while 36% investigated experimental haptic simulators. The research themes identified were skill acquisition and transfer, task-specific haptic training, trainee level discrimination, feedback, subjective user evaluation, performance prediction, and human factors in haptic training.

CONCLUSION

Short-term evaluation evidence from reviewed studies indicates the usefulness of the haptic simulators in early dental training. They complement the existing phantom head simulators by offering qualitatively different features. Further empirical research is needed to investigate the long-term impact of training with haptic dental simulators, to improve the availability of validation evidence and to enhance the results generalizability.

Expertise Modulates Students' Perception of Pain From a Self-Perspective: Quasi-Experimental Study

Background

Perception of stimuli presented in a virtual dentistry environment affects regions of the brain that are related to pain perception.

Objective

We investigated whether neural correlates of virtual pain perception are affected by education in dentistry.

Methods

In this functional magnetic resonance imaging study, a sample of 20 dental students and 20 age-matched controls viewed and listened to video clips presenting a dental treatment from the first‐person perspective. An anxiety questionnaire was used to assess the level of dental anxiety. Neural correlates of pain perception were investigated through classic general linear model analysis and in-house classification methods.

Results

Dental students and naïve controls exhibited similar anxiety levels for invasive stimuli. Invasive dentistry scenes evoked a less affective component of pain in dental students compared with naïve controls (P<.001). Reduced affective pain perception went along with suppressed brain activity in pain matrix regions including the insula, anterior cingulate cortex, and basal ganglia. Furthermore, a substantial reduction of brain activity was observed in motor-related regions, particularly the supplementary motor area, premotor cortex, and basal ganglia. Within this context, a classifier analysis based on neural activity in the nucleus lentiformis could identify dental students and controls on the individual subject level in 85% of the cases (34 out of 40 participants, sensitivity=90%, specificity=80%).

Conclusions

Virtual dental treatment activates pain-related brain regions in controls. By contrast, dental students suppress affective and motor-related aspects of pain. We speculate that dental students learn to control motoric aspects of pain perception during their education because it is a prerequisite for the professional manual treatment of patients. We discuss that a specific set of learning mechanisms might affect perceived self-efficacy of dental students, which in turn might reduce their affective component of pain perception.

Virtual Reality Clinical Research: Promises and Challenges

BACKGROUND

Virtual reality (VR) therapy has been explored as a novel therapeutic approach for numerous health applications, in which three-dimensional virtual environments can be explored in real time. Studies have found positive outcomes for patients using VR for clinical conditions such as anxiety disorders, addictions, phobias, posttraumatic stress disorder, eating disorders, stroke rehabilitation, and for pain management.

OBJECTIVE

This work aims to highlight key issues in the implementation of clinical research for VR technologies.

METHODS

A discussion paper was developed from a narrative review of recent clinical research in the field, and the researchers' own experiences in conducting VR clinical research with chronic pain patients.

RESULTS

Some of the key issues in implementing clinical VR research include theoretical immaturity, a lack of technical standards, the problems of separating effects of media versus medium, practical in vivo issues, and costs.

CONCLUSIONS

Over the last decade, some significant successes have been claimed for the use of VR. Nevertheless, the implementation of clinical VR research outside of the laboratory presents substantial clinical challenges. It is argued that careful attention to addressing these issues in research design and pilot studies are needed in order to make clinical VR research more rigorous and improve the clinical significance of findings.