Bilateral sagittal split osteotomy training on mandibular 3-dimensional printed models for maxillofacial surgical residents

Bertin, Hélios; Huon, Jean‐François; Praud, Morgan; Fauvel, F.; Salagnac, Jean-Michel; Perrin, Jean-Philippe; Mercier, J; Corre, Pierre

doi:10.1016/j.bjoms.2020.04.039

Cited by 16 publications

(14 citation statements)

References 21 publications

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“…Nevertheless, the best way to learn surgery is through practical experience. [24][25][26][27] In the present study, we found that the interest in further knowledge increases as the knowledge of anatomy and surgery is acquired. We believe that this is a great advantage of face-to-face lectures.…”

Section: Discussionmentioning

confidence: 50%

“…These could be customized freely for easy teaching. Until now, we have been educating students using 3D‐printed models; however, developmental skills and sound knowledge of human anatomy are necessary 26,20–33 . For this study, performing simulations using the MSS initially and then executing the planned surgical osteotomy procedure ensured that students improved their skill set and understanding of anatomy.…”

Section: Discussionmentioning

confidence: 99%

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Osteotomy training for dental students using three‐dimensional simulation software and maxillofacial three‐dimensional‐printed models

Yoshida

Watanabe

Sugahara

et al. 2022

Journal of Dental Education

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Purpose/objectives: Simulated educational models of teeth, bones, and gums have been used for a long time in procedural skills training in dentistry. The advent of three-dimensional (3D) printing technologies and additive manufacturing has facilitated the production of more advanced 3D printed models that can be utilized for surgical and dental training together with other technologies (e.g., 3D scanners and image analysis software). Methods:We conducted training on osteotomy in the maxilla and mandible using maxillofacial simulation software (MSS) and a 3D-printed model for 5thyear undergraduate dental students (13 students in 2017 and 11 students in 2018 with more than half of their results). We compared the group (13 students) who performed osteotomy after participating in the simulation lecture with those (11 students) who performed osteotomy after performing self-simulation (they were instructed to bring their personal computers and install the MSS) using tests and questionnaires (pre-and post-curriculum). Results: The average test score was significantly higher in the group who performed osteotomy using the 3D-printed model after performing self-simulation; participants in this group had acquired a better understanding of the surgical procedure. Comparison using questionnaires showed a significant difference in the students' understanding of instruments and surgical techniques between both groups. Conclusion:The MSS and 3D printed models are widely used clinically. Incorporating these in the curriculum will help accelerate student development. In addition, prompt education on the purpose and usefulness of these tools will not only facilitate simulation software and 3D-printed model-based treatment plan in the clinic but also promote further research.

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Section: Discussionmentioning

confidence: 50%

Section: Discussionmentioning

confidence: 99%

Osteotomy training for dental students using three‐dimensional simulation software and maxillofacial three‐dimensional‐printed models

Yoshida

Watanabe

Sugahara

et al. 2022

Journal of Dental Education

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“…What's more, the 3DP and MR technology mentioned above can also provide medical students with more vivid learning opportunities, which are unavailable in conventional textbook reading. With the assistance of intelligent algorithms, threedimensional reconstruction is different from twodimensional books; therefore, students can utilize the 3DP medical model for studying three-dimensional anatomical structures and even practice operations on the model to improve their surgical skills [130,131] . Furthermore, the MR technology can also help students understand the human anatomy in a more intuitive manner with any size or layer that they control, thus providing simulative surgery training with no risks [132] .…”

Section: Ai In Medical Management and Edu-cationmentioning

confidence: 99%

Application of Artificial Intelligence in Medicine: An Overview

et al. 2021

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Artificial intelligence (AI) is a new technical discipline that uses computer technology to research and develop the theory, method, technique, and application system for the simulation, extension, and expansion of human intelligence. With the assistance of new AI technology, the traditional medical environment has changed a lot. For example, a patient’s diagnosis based on radiological, pathological, endoscopic, ultrasonographic, and biochemical examinations has been effectively promoted with a higher accuracy and a lower human workload. The medical treatments during the perioperative period, including the preoperative preparation, surgical period, and postoperative recovery period, have been significantly enhanced with better surgical effects. In addition, AI technology has also played a crucial role in medical drug production, medical management, and medical education, taking them into a new direction. The purpose of this review is to introduce the application of AI in medicine and to provide an outlook of future trends.

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“…It is no difficult to find that virtual simulation teaching mainly focused on simulated maxillofacial surgical [ 10 ], local anaesthesia [ 11 ], and dental pulp surgical trainings [ 12 ]. However, a few studies explored the virtual simulation training application in periodontal teaching [ 13 – 15 ], so it is of importance to establish an effective model of preclinical periodontal teaching.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of virtual simulation and jaw model for undergraduate periodontal teaching

et al. 2021

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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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Bilateral sagittal split osteotomy training on mandibular 3-dimensional printed models for maxillofacial surgical residents

Cited by 16 publications

References 21 publications

Osteotomy training for dental students using three‐dimensional simulation software and maxillofacial three‐dimensional‐printed models

Osteotomy training for dental students using three‐dimensional simulation software and maxillofacial three‐dimensional‐printed models

Application of Artificial Intelligence in Medicine: An Overview

Effectiveness of virtual simulation and jaw model for undergraduate periodontal teaching

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