Significance of Haptic and Virtual Reality Simulation (VRS) in the Dental Education: A Review of Literature

Imran, Eisha; Adanir, Necdet; Khurshid, Zohaib

doi:10.3390/app112110196

Cited by 47 publications

(31 citation statements)

References 61 publications

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“…Manual dexterity is a crucial skill in mastering operative dentistry and a significant portion of undergraduate education is dedicated to training students’ psychomotor clinical skills [ 8 ]. Operative dentistry has a long history of using simulation mainly phantom head simulators in preclinical training to learn fine psychomotor skills before the transition to treating real patients.…”

Section: Discussionmentioning

confidence: 99%

“…For example in Japan, a robot patient was developed, which can provide real-life simulations such as coughing, shaking neck, tongue thrusting, and salivary secretion which was found to enhance dental skills and improve management of dental emergencies in a dental setting [ 6 , 7 ]. Furthermore, virtual reality simulation offers the prospect of creating a digital environment for its users to perform various exercises such as cavity preparation (by providing multiple magnified images), caries excavation, and light-curing techniques [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

“…Most recently, combining haptic technology with virtual reality simulation introduced haptic virtual reality simulators; a cutting-edge technology that revolutionized dental education globally [ 8 ]. Haptic virtual reality simulators provide a sense (haptic) of feedback through the device being held by the user in the form of sounds, pressure, and vibrations.…”

Section: Introductionmentioning

confidence: 99%

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Impact of the Haptic Virtual Reality Simulator on Dental Students’ Psychomotor Skills in Preclinical Operative Dentistry

Farag

Hashem

2021

Clinics and Practice

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One of the current trends in dental education is to empower dental students on a global platform using advanced technology. Haptic virtual reality simulation (HVRS) is a relatively new technology in the field of teaching and learning operative dentistry. This study aims to assess the impact of haptic virtual reality simulation (HVRS) on dental students’ psychomotor skills acquisition in preclinical operative dentistry. Class I cavity preparations (CP) were performed at baseline by 21 novice dental students on plastic teeth. Duration of CP was recorded and cavity features were evaluated and scored. Then, students were exposed to HVRS training on CP. Another Class I CP was performed by each student on plastic teeth after HVRS training, then evaluated, and the duration was recorded. There was a statistically significant decrease in CP performance time after HVRS training (p < 0.001) and an increase in the mean total marks of CP after HVRS training (p < 0.001). The change in the students’ performance in the CP displayed a statistically significant improvement after HVRS training in smoothness of the pulpal floor (p = 0.047), pulpal floor direction (p = 0.029), buccal, lingual, and mesial wall direction (p = 0.004, p = 0.025, p = 0.002), mesial and distal wall smoothness (p = 0.01, p = 0.001), internal line angle (p = 0.024), and internal point angle (p = 0.029). Overall improved performance in psychomotor skills was found after HVRS training. It could be beneficial to incorporate HVRS training early in pre-clinical operative dentistry courses as an adjunct to conventional phantom head training.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Impact of the Haptic Virtual Reality Simulator on Dental Students’ Psychomotor Skills in Preclinical Operative Dentistry

Farag

Hashem

2021

Clinics and Practice

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“…The integration of virtual reality simulators allows students to watch and evaluate their preparations on a monitor [ 12 ]. Haptic technology offers an additional dimension to virtual reality thanks to the sense of touch and the force feedback of the different dental and bone structures.…”

Section: Discussionmentioning

confidence: 99%

Assessment of Convergence Angle of Tooth Preparations for Complete Crowns Among Dental Students: Typodont vs Simulator

Amine

Wahid

Fahi

et al. 2022

International Journal of Dentistry

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Introduction. The technology-enhanced learning and simulation-based learning are critically important pedagogic tools. They allow students to perfect their preclinical training by improving their skills and their manual dexterity while facilitating the acquisition of the know-how necessary for reproduction more realistically and faithfully of the behaviors required for a better dental practice. Retention is one of the mechanical fundamental principles of preparation of cemented fixed prostheses. It depends on several factors including the convergence of the axial walls. The undercut must be sparing in the reduction of tissue volume to obtain a low degree of convergence and a sufficient height of the preparation to comply with the retention and stabilization requirements of the prosthetic element. A draft value of 6° was recommended initially, but a range extending up to 16° has been accepted according to Weed et al. and Dodge et al., as being clinically achievable while providing good retention. Are students able to reproduce, in preclinical, total occlusal convergence (TOC) angles recommended on typodont and simulator? Objective. The evaluation of the TOC of the preparations made on typodont and simulator by the students in the 3rd year of the Faculty of Dental Medicine of Casablanca (FDMC). Material and Methods. A total of 140 dental preparations for cast crowns and metal-ceramics made by thirty-five 3rd year FDMC students were scanned by using the IDENTICA HYBRID optical scanner. The STL files were read by the 3D-TOOL-FREE software, two images were extracted for each preparation using the screen capture tool, and the two mediodistal (MD) and buccolingual angles (BL) were measured by the MB-RULER software. The statistical data were analyzed using the SPSS, software and comparisons were made by Student’s t-test. Results. An overall average of 11.99° ± 4.48 was recorded for the preparations on the typodont with 11.40° ± 5.09 in the MD direction and 12.58° ± 4.74 in the BL direction. Concerning the simulator preparations, we recorded an overall average of 11.31° ± 4.16 with 10.81° ± 4.29 in the MD direction and 11.80° ± 5.44 in the BL direction. No significant difference was observed when comparing the preparations made on the typodont and the simulator. A percentage of 68.6% and 74.3% of the preparations made on the typodont and the simulators respectively fall within an acceptable range of 6 to 16°. Discussion. The TOC values achieved by the majority of students correspond to the recommended values which are 6 to 16° on average. The results of the simulator preparations are similar to the results of Marghalani for dental students at King Abdulaziz University, and Tiu et al., at the University of Otago in New Zealand. Conclusion. This study highlighted the difference between what is taught in dental schools, which is theoretically possible, and the academic results of actual practice. The generally recommended 6° tapers have proven difficult to achieve for many dental students. A margin of 6° to 16° of TOC angle is clinically achievable and allows sufficient retention. We can retain that most of the sample of our study had values that fall within the recommended range.

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“…For further improvement in video-based distant learning, virtual simulators can be used along with video-based education to replicate the clinical condition and enhance practical skills. This will not only provide learners with a realistic situation but also give feedback to both, the instructor and students [ 26 ].…”

Section: Discussionmentioning

confidence: 99%

An Evaluation of the Usefulness of YouTube® Videos on Crown Preparation

Habib

Khan

Ali

et al. 2022

BioMed Research International

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Background. You Tube is one of the most commonly used online sources for sharing information and knowledge. Academic topics or clinical data shared on this platform is not peer reviewed or evaluated by subject specialists for accuracy. No study was found in the literature examining the validity of crown preparation videos available at this platform. Objective. To evaluate the authenticity of the content and quality of the crown preparation videos uploaded on the YouTube. Methods. The systematic search for YouTube videos was carried out over a period of one year from January 2020 until February 2021. The keywords or phrases and tags used were crown preparation, PFM crown preparation, all ceramic crown preparation, and dental crown preparation. The videos were shortlisted on the basis of inclusion and exclusion criteria to select educationally useful videos in terms of content and quality. Results. Three subject specialists evaluated the videos on crown preparation three times to shortlist only 12 (11%) educationally useful videos out of 109 relevant videos. These 12 videos met the preset inclusion criteria. Conclusion. Although YouTube is the most popular social media platform used as the source of information by the students, the majority of uploaded content lacks authenticity. This study found that crown preparation videos uploaded by the faculty members or subject specialists can be considered as the reliable source.

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Significance of Haptic and Virtual Reality Simulation (VRS) in the Dental Education: A Review of Literature

Cited by 47 publications

References 61 publications

Impact of the Haptic Virtual Reality Simulator on Dental Students’ Psychomotor Skills in Preclinical Operative Dentistry

Impact of the Haptic Virtual Reality Simulator on Dental Students’ Psychomotor Skills in Preclinical Operative Dentistry

Assessment of Convergence Angle of Tooth Preparations for Complete Crowns Among Dental Students: Typodont vs Simulator

An Evaluation of the Usefulness of YouTube® Videos on Crown Preparation

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