1
|
Lone M, Mohamed MAA, Toulouse A. Assessment of an online tooth morphology course and 3D examination tool during the COVID-19 pandemic. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:645-654. [PMID: 38282280 DOI: 10.1111/eje.12991] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2022] [Revised: 11/14/2023] [Accepted: 01/12/2024] [Indexed: 01/30/2024]
Abstract
INTRODUCTION The COVID-19 pandemic brought major disruptions to dental teaching and has impacted the delivery of tooth morphology courses where students are introduced to the three-dimensional features of the dentition. The aim of this study was to assess the implementation of newly developed online teaching modalities for tooth morphology, evaluate their usefulness and identify elements that are beneficial for learners. MATERIALS AND METHODS Following the delivery of an online course that included online 3D models, 2D cue cards, live discussion sessions and Socrative™ quizzes, the participants were asked to rate the usability and usefulness of each tool. The participants' knowledge of tooth morphology was assessed through an online examination using 3D-digitised tooth models. RESULTS The participants identified lecture handouts and online 3D models as their preferred learning tools, while lecture video recordings and 2D cue cards were viewed as less useful. Data analysis from Socrative™ quizzes demonstrated improvement in tooth identification skills throughout the course delivery. Finally, results from the final assessment are in line with previous in-person deliveries of this course. CONCLUSIONS The study provides valuable information on the usefulness of teaching modalities that were implemented in response to the COVID-19 pandemic and their merit to be retained in future deliveries of the course. The 3D models have been identified as particularly useful in this context, but the participants still value the opportunity to learn with extracted teeth. Furthermore, it remains to be confirmed whether tooth identification skills acquired using 3D models can be transferred to the clinical setting.
Collapse
Affiliation(s)
- Mutahira Lone
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| | | | - André Toulouse
- Department of Anatomy and Neuroscience, University College Cork, Cork, Ireland
| |
Collapse
|
2
|
González-Mena G, Lozada-Flores O, Murrieta Caballero D, Noguez J, Escobar-Castillejos D. Improving engineering students' understanding of classical physics through visuo-haptic simulations. Front Robot AI 2024; 11:1305615. [PMID: 38577485 PMCID: PMC10991723 DOI: 10.3389/frobt.2024.1305615] [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: 10/02/2023] [Accepted: 03/06/2024] [Indexed: 04/06/2024] Open
Abstract
Introduction: The teaching process plays a crucial role in the training of professionals. Traditional classroom-based teaching methods, while foundational, often struggle to effectively motivate students. The integration of interactive learning experiences, such as visuo-haptic simulators, presents an opportunity to enhance both student engagement and comprehension. Methods: In this study, three simulators were developed to explore the impact of visuo-haptic simulations on engineering students' engagement and their perceptions of learning basic physics concepts. The study used an adapted end-user computing satisfaction questionnaire to assess students' experiences and perceptions of the simulators' usability and its utility in learning. Results: Feedback from participants suggests a positive reception towards the use of visuo-haptic simulators, highlighting their usefulness in improving the understanding of complex physics principles. Discussion: Results suggest that incorporating visuo-haptic simulations into educational contexts may offer significant benefits, particularly in STEM courses, where traditional methods may be limited. The positive responses from participants underscore the potential of computer simulations to innovate pedagogical strategies. Future research will focus on assessing the effectiveness of these simulators in enhancing students' learning and understanding of these concepts in higher-education physics courses.
Collapse
Affiliation(s)
| | | | - Dione Murrieta Caballero
- Servicio Nacional de Bachillerato en Línea–Prepa en Línea, Dirección de Servicios Académicos y Diseño Curricular, Ciudad de México, Mexico
| | - Julieta Noguez
- Tecnologico de Monterrey, School of Engineering and Science, Ciudad de México, Mexico
| | | |
Collapse
|
3
|
Langlois J, Hamstra SJ, Dagenais Y, Lemieux R, Lecourtois M, Yetisir E, Bellemare C, Bergeron G, Wells GA. Objects drawn from haptic perception and vision-based spatial abilities. ANATOMICAL SCIENCES EDUCATION 2024; 17:433-443. [PMID: 38108595 DOI: 10.1002/ase.2366] [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: 09/01/2022] [Revised: 11/19/2023] [Accepted: 11/30/2023] [Indexed: 12/19/2023]
Abstract
Haptic perception is used in the anatomy laboratory with the handling of three-dimensional (3D) prosections, dissections, and synthetic models of anatomical structures. Vision-based spatial ability has been found to correlate with performance on tests of 3D anatomy knowledge in previous studies. The objective was to explore whether haptic-based spatial ability was correlated with vision-based spatial ability. Vision-based spatial ability was measured in a study group of 49 medical graduates with three separate tests: a redrawn Vandenberg and Kuse Mental Rotations Tests in two (MRT A) and three (MRT C) dimensions and a Surface Development Test (SDT). Haptic-based spatial ability was measured using 18 different objects constructed from 10 cubes glued together. Participants were asked to draw these objects from blind haptic perception, and drawings were scored by two independent judges. The maximum score was 24 for each of MRT A and MRT C, 60 for SDT, and 18 for the drawings. The drawing score based on haptic perception [median = 17 (lower quartile = 16, upper quartile = 18)] correlated with MRT A [14 (9, 17)], MRT C [9 (7, 12)] and SDT [44 (36, 52)] scores with a Spearman's rank correlation coefficient of 0.395 (p = 0.0049), 0.507 (p = 0.0002) and 0.606 (p < 0.0001), respectively. Spatial abilities assessed by vision-based tests were correlated with a drawing score based on haptic perception of objects. Future research should investigate the contribution of haptic-based and vision-based spatial abilities on learning 3D anatomy from physical models.
Collapse
Affiliation(s)
- Jean Langlois
- Department of Emergency Medicine, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada
- Department of Surgery, Université de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Stanley J Hamstra
- Department of Surgery, University of Toronto, Toronto, Ontario, Canada
- Holland Bone and Joint Program, Sunnybrook Research Institute, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada
| | - Yvan Dagenais
- Department of Surgery, Université de Sherbrooke, Sherbrooke, Quebec, Canada
- Department of Letters and Communications, Université de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Renald Lemieux
- Health Data Strategy, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Marc Lecourtois
- Mental Health Programme, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Granby, Quebec, Canada
| | - Elizabeth Yetisir
- Cardiovascular Research Methods Centre, University of Ottawa Heart Institute, Ottawa, Ontario, Canada
| | - Christian Bellemare
- Department of Multidisciplinary Services, Clinical Quality Division, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Germain Bergeron
- Neuropsychology Program of the Trauma and Critical Care Group, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada
| | - George A Wells
- Cardiovascular Research Methods Centre, University of Ottawa Heart Institute, Ottawa, Ontario, Canada
- School of Epidemiology and Public Health, University of Ottawa, Ottawa, Ontario, Canada
| |
Collapse
|
4
|
Yoon J, Lee D, Bang J, Shin HG, Chung WK, Choi S, Kim K. Cable-Driven Haptic Interface With Movable Bases Achieving Maximum Workspace and Isotropic Force Exertion. IEEE TRANSACTIONS ON HAPTICS 2023; 16:365-378. [PMID: 37335786 DOI: 10.1109/toh.2023.3286353] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/21/2023]
Abstract
Haptic interactions play an essential role in education to enhance learning efficiency; however, haptic information for virtual educational content remains lacking. This article proposes a planar cable-driven haptic interface with movable bases that can display isotropic force feedback with maximum workspace extension on a commercial screen display. A generalized kinematic and static analysis of the cable-driven mechanism is derived by considering movable pulleys. Based on the analyses, a system including movable bases is designed and controlled to maximize the workspace subject to isotropic force exertion for the target screen area. The proposed system is evaluated experimentally as a haptic interface represented by the workspace, isotropic force-feedback range, bandwidth, Z-width, and user experiment. The results indicate that the proposed system can maximize workspace to the target rectangular area and exert isotropic force up to 94.0% of the theoretical computed one within the workspace.
Collapse
|
5
|
Spruijt A, Prins-Aardema CC, Antonio de Carvalho-Filho M, Jaarsma D, Martin A. Co-constructive Veterinary Simulation: A Novel Approach to Enhancing Clinical Communication and Reflection Skills. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023; 50:134-139. [PMID: 35452374 DOI: 10.3138/jvme-2021-0160] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Interpersonal communication is critical in training, licensing, and post-graduate maintenance of certification in veterinary medicine. Simulation has a vital role in advancing these skills, but even sophisticated simulation models have pedagogic limitations. Specifically, with learning goals and case scenarios designed by instructors, interaction with simulated participants (SPs) can become performative or circumscribed to evaluative assessments. This article describes co-constructive veterinary simulation (CCVS), an adaptation of a novel approach to participatory simulation that centers on learner-driven goals and individually tailored scenarios. CCVS involves a first phase of scriptwriting, in which a learner collaborates with a facilitator and a professional actor in developing a client-patient case scenario. In a second phase, fellow learners have a blinded interaction with the SP-in-role, unaware of the underlying clinical situation. In the final part, all learners come together for a debriefing session centered on reflective practice. The authors provide guidelines for learners to gain maximal benefit from their participation in CCVS sessions and describe thematic possibilities to incorporate into the model, with specific case examples drawn from routine veterinary practice. Finally, the authors outline challenges and future directions toward implementing CCVS in veterinary medical education toward the ultimate goal of professional growth and co-evolution as veterinary practitioners.
Collapse
Affiliation(s)
- Annemarie Spruijt
- Faculty of Veterinary Medicine, Utrecht University, Heidelberglaan 8, 3584 CS Utrecht, the Netherlands
| | - Cecil C Prins-Aardema
- GGZ Drenthe (Geestelijke Gezondheids Zorg: Mental Health Care), Beilen, the Netherlands
| | - Marco Antonio de Carvalho-Filho
- Faculty of Veterinary Medicine, Utrecht University, Heidelberglaan 8, 3584 CS Utrecht, the Netherlands, and Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong Learning, Education and Assessment Research Network (LEARN), University Medical Center Groningen, Hanzeplein 1, 9713 GZ Groningen, the Netherlands
| | - Debbie Jaarsma
- Utrecht University, Heidelberglaan 8, 3584 CS Utrecht, the Netherlands, and Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong Learning, Education and Assessment Research Network (LEARN), University Medical Center Groningen, Hanzeplein 1, 9713 GZ Groningen, the Netherlands
| | - Andrés Martin
- Yale School of Medicine; and Director, Simulated Participant Program, Teaching and Learning Center, Yale School of Medicine, 230 South Frontage Road, New Haven, CT 06510 USA. He is also a doctoral candidate at the Research Institute SHARE and the Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong Learning, Education and Assessment Research Network (LEARN), University Medical Center Groningen, Hanzeplein 1, 9713 GZ Groningen, the Netherlands
| |
Collapse
|
6
|
Sveistrup MA, Langlois J, Wilson TD. Do our hands see what our eyes see? Investigating spatial and haptic abilities. ANATOMICAL SCIENCES EDUCATION 2022. [PMID: 36565014 DOI: 10.1002/ase.2247] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2022] [Revised: 11/02/2022] [Accepted: 12/17/2022] [Indexed: 06/17/2023]
Abstract
Spatial abilities (SAs) are cognitive resources used to mentally manipulate representations of objects to solve problems. Haptic abilities (HAs) represent tactile interactions with real-world objects transforming somatic information into mental representations. Both are proposed to be factors in anatomy education, yet relationships between SAs and HAs remain unknown. The objective of the current study was to explore SA-HA interactions. A haptic ability test (HAT) was developed based on the mental rotations test (MRT) with three-dimensional (3D) objects. The HAT was undertaken in three sensory conditions: (1) sighted, (2) sighted with haptics, and (3) haptics. Participants (n = 22; 13 females, 9 males) completed the MRT and were categorized into high spatial abilities (HSAs) (n = 12, mean± standard deviation: 13.7 ± 3.0) and low spatial abilities (LSAs) (n = 10, 5.6 ± 2.0) based on score distributions about the overall mean. Each SA group's HAT scores were compared across the three sensory conditions. Spearman's correlation coefficients between MRT and HAT scores indicated a statistically significant correlation in sighted condition (r = 0.553, p = 0.015) but were not significant in the sighted with haptics (r = 0.0.078, p = 0.212) and haptics (r = 0.043, p = 0.279) conditions. These data suggest HAs appear unrelated to SAs. With haptic exploration, LSA HAT scores were compensated; comparing HSA with LSA: sighted with haptics [median (lower and upper quartiles): 12 (12,13) vs. 12 (11,13), p = 0.254], and haptics [12 (11,13) vs. 12 (10,12), p = 0.381] conditions. Migrations to online anatomy teaching may unwittingly remove important sensory modalities from the learner. Understanding learner behaviors and performance when haptic inputs are removed from the learning environment represents valuable insight informing future anatomy curriculum and resource development.
Collapse
Affiliation(s)
- Michelle A Sveistrup
- The Corps for Research of Instructional and Perceptual Technologies (CRIPT) Laboratory, Department of Anatomy and Cell Biology, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada
| | - Jean Langlois
- Department of Emergency Medicine, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Timothy D Wilson
- The Corps for Research of Instructional and Perceptual Technologies (CRIPT) Laboratory, Department of Anatomy and Cell Biology, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada
| |
Collapse
|