Evaluating the effectiveness of a preclinical practice of tooth preparation using digital training system: A randomised controlled trial

Liu, L.; Li, J.; Yuan, Siyang; Wang, T.; Chu, Fengqing; Lu, Xiyi; Hu, Jun; Wang, C.; Yan, Bin; Wang, L.

doi:10.1111/eje.12378

Cited by 34 publications

(68 citation statements)

References 24 publications

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“…Their baseline data of practical skills of ceramic crown preparation were collected via the RDTES under the same conditions. Following completion of the practical work on the phantom head, the RDTES assessed the results based on the pre‐defined assessment criteria . Then, the students were requested to perform the online virtual learning course on the VLNP, involving reading the operational instructions and pre‐defined criteria of preparing a ceramic crown.…”

Section: Methodsmentioning

confidence: 99%

“…The results of the tooth preparation were assessed by the RDTES based on the pre‐defined assessment criteria, which included two parts: process and outcome assessments of the practice (Table ). The process assessment consisted of the preparation sequence and instrument selection.…”

Section: Methodsmentioning

confidence: 99%

“…Recent advancements in VRS have been embedded in dental education, particularly in the field of pre‐clinical training . Virtual reality simulation enhances effectiveness of pre‐clinical crown preparation training in comparison with traditional simulation teaching techniques, which provides improved learning objectives and reproducible feedbacks, unlimited training hours and enhanced cost‐effectiveness for dental schools . Various VR dental training simulators are applied to procedures such as caries removal, cavity restoration, crown and bridge preparation, wisdom tooth extraction, pocket probing, calculus detection and calculus removal.…”

Section: Introductionmentioning

confidence: 99%

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Simulation training for ceramic crown preparation in the dental setting using a virtual educational system

Liu

Zhou

Yuan

et al. 2019

Eur J Dental Education

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Objectives The aim was to evaluate the effectiveness of a pre‐clinical training of ceramic crown preparation using the Virtual Educational System for Dentistry. Material and Methods Fifty‐seven dental students were recruited to prepare a ceramic crown under the guidance of the Real‐time Dental Training and Evaluation System (RDTES) in order to collect pre‐learning data. They participated in the online virtual learning course independently on the Virtual Learning Network Platform (VLNP). One week later, the students were invited to complete their post‐learning crown preparation with the RDTES. A questionnaire survey explored students' perceived benefits or drawbacks of the virtual educational system. Students were allocated into Group A (n = 15), B (n = 24) and C (n = 18) based on their pre‐learning performance. Differences of assessment results amongst different groups were evaluated by ANOVA and Kruskal‐Wallis tests. The pre‐ and post‐learning assessment results in all groups were compared using paired t tests or Wilcoxon signed rank tests. Results The error scores for four assessment items (instrument selection, preparation section, preparation reduction, preparation surface and profile) and total score of outcome assessment after the virtual learning were significantly different with those before the virtual learning (P < 0.05). There were significant interactions between time and student group in the mean scores of process and outcome assessments (P < 0.001), except for the assessment item “damage of adjacent teeth.” Conclusion The application of a Virtual Educational System for Dentistry with the VLNP and RDTES in pre‐clinical operative training helps students improve their clinical skills.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Simulation training for ceramic crown preparation in the dental setting using a virtual educational system

Liu

Zhou

Yuan

et al. 2019

Eur J Dental Education

Self Cite

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“…3 Recently, the evaluation software of fixed dental practice evaluation using computer-aided design and computer-aided manufacturing (CAD/CAM) has been widely used. [4][5][6][7][8][9][10] Compared to traditional learn-ing tools, color mapping for tooth preparation using scanning can provide useful information to students concerning the overall reduction amount. Renne et al 2 have reported that evaluation using CAD/CAM software has an important advantage of enabling students to work independently.…”

Section: Introductionmentioning

confidence: 99%

“…Several previous studies have reported that evaluation using CAD/CAM software is objective and accurate. [4][5][6][7][8][9][10][11][12] However, another report has indicated that evaluation of clinically critical errors is not possible using software alone as an evaluation tool. 1 In addition to digital assessment, students should be able to perform self-assessment on their own.…”

Section: Introductionmentioning

confidence: 99%

A comparative study of the improvement after different self-assessment methods of tooth preparation

Kim

Lee

2019

J Dent Rehabil Appl Sci

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Purpose:The purpose of this study was to compare the degree of tooth preparation abilities of students according to three selfassessment methods. Materials and Methods: forty-eight sophomores in Kyungpook National University College of Dentistry were divided into three experimental groups. Students performed tooth preparation of the left mandibular first molar for full gold crown. They performed self-assessment using the three methods (visual, digital, and putty index self-assessment group), and reperformed tooth preparation. An intraoral scanner was used to scan each tooth model (prepared tooth and unprepared tooth), and data were acquired in standard tessellation language (STL) file format. The STL files of prepared tooth and unprepared tooth were superimposed using the 3-dimensional analysis software (Geomagic control X). And the reduction amount was measured. In the statistical analysis, all values of reduction amount were analyzed with the Wilcoxon signed rank test and Kruskal-Wallis test (α = 0.05). Results: The three self-assessment methods showed statistically significant differences (P < 0.001). The putty index self-assessment group showed the highest reduction in error than the digital self-assessment method. Conclusion: Within limitations of this study, students showed significant differences in improvement of tooth preparation ability according to the three self-evaluation methods. (J Dent Rehabil Appl Sci 2019;35(4):220-7)

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Effectiveness of technology‐enhanced learning to improve periodontics educational outcomes: A systematic review

Berry

Mello‐Neto

Souza

et al. 2020

Journal of Dental Education

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Objectives Technology‐enhanced learning (TEL) has been suggested as a suitable learner‐centered pedagogical approach in dental education. However, the results of TEL effectiveness in periodontics education are controversial. Therefore, this systematic review aimed to evaluate the effectiveness of TEL to improve educational outcomes in the periodontics field compared to traditional learning methods. Methods The search comprised randomized controlled trials (RCTs) and crossover studies that were related to periodontics education from the following databases: MedLine, PsycINFO, Eric, Scopus, EMBASE, and Web of Science. Two authors independently performed study selection, data extraction, and assessed risk of bias. Kirkpatrick's 4‐level evaluation model was used to evaluate educational outcomes. Results From 1642 studies, after applying inclusion criteria, 7 studies remained for analysis. On level 1 (Reaction), undergraduate dental students reported positive attitudes related to TEL. On level 2 (Learning), 3 studies found that TEL improved knowledge gain compared to traditional learning methods. Three other studies did not show any difference between TEL and conventional learning methods, and one found that traditional learning methods presented superior results. On level 3 (Behavior), 1 study found that TEL application improved students’ performance. On level 4 (Results), 5 studies suggested that the implementation of TEL would improve educational outcomes in periodontics education if combined with traditional learning methods. Conclusion The findings showed that the exclusive use of TEL does not significantly improve periodontics educational outcomes when compared to traditional learning methods. However, the combination of TEL and traditional learning methods can be the key to enhancing periodontics education.

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Evaluating the effectiveness of a preclinical practice of tooth preparation using digital training system: A randomised controlled trial

Abstract: The digital training system with OPRS and RDTES might be a good alternative to the traditional training method in the preclinical course of dental practice.

Cited by 34 publications

References 24 publications

Simulation training for ceramic crown preparation in the dental setting using a virtual educational system

Simulation training for ceramic crown preparation in the dental setting using a virtual educational system

A comparative study of the improvement after different self-assessment methods of tooth preparation

Effectiveness of technology‐enhanced learning to improve periodontics educational outcomes: A systematic review

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