Surgical training 2.0: A systematic approach reviewing the literature focusing on oral maxillofacial surgery – Part I

Grall, Patrick; Ferri, Joël; Nicot, Romain

doi:10.1016/j.jormas.2021.01.006

Cited by 12 publications

(14 citation statements)

References 77 publications

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“…Numerous 3D models have been reported in the literature and have been well‐received by teachers and students, indicating significant educational interest. In particular, they allow improved transmission of anatomical and surgical knowledge 20,25,26 . Various 3D devices have been developed in the field of oral and maxillofacial surgery 9,27–31 .…”

Section: Discussionmentioning

confidence: 99%

“…Although promising, the use of simulators for oral flap surgery remains limited 10,18,19 . This is because mucosal flap surgery is mostly taught on cadavers or theoretically, previous studies have reported difficulties in reproducing soft tissues and the cost of 3D printing remains very high 20 . In addition, various materials have been used to replicate the gingiva, 18,21–24 but they lack accurate anatomical reproduction and resistance to tearing during surgical procedures 10,18 …”

Section: Introductionmentioning

confidence: 99%

“…10,18,19 This is because mucosal flap surgery is mostly taught on cadavers or theoretically, previous studies have reported difficulties in reproducing soft tissues and the cost of 3D printing remains very high. 20 In addition, various materials have been used to replicate the gingiva, 18,[21][22][23][24] but they lack accurate anatomical reproduction and resistance to tearing during surgical procedures. 10,18 The present study aimed to develop and evaluate a computeraided design (CAD)-based surgical simulator for intraoral mucosal flaps.…”

mentioning

confidence: 99%

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3D‐printed model for gingival flap surgery simulation: Development and pilot test

Antunes,

Mayeur,

Mauprivez

et al. 2024

Eur J Dental Education

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IntroductionTo assess the feasibility of a realistic model for learning oral flaps using 3D printing technology.Materials and MethodsA mould was designed to reproduce the mandibular gingival mucosa, and a mandibular model was created using a three‐dimensional printer for training undergraduate students to perform gingival flaps. After a short interview about its use, the participants were asked to use the simulator and provide feedback using a 5‐point Likert questionnaire.ResultsThe 3D‐printed oral surgery flap training model was practical and inexpensive. The model was very realistic, educational and useful for hands‐on training.Conclusions3D printing technology offers new possibilities for training in dental treatments that are currently difficult to replicate. The use of this simulator for oral flap surgery was well‐received and considered promising by the participants.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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3D‐printed model for gingival flap surgery simulation: Development and pilot test

Antunes,

Mayeur,

Mauprivez

et al. 2024

Eur J Dental Education

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“…The essential points of VR surgery are the 360°experience, close-up stereoscopic visualization, and 3D interaction (15,16). The first section of the questionnaire.…”

Section: Discussionmentioning

confidence: 99%

Validity of an immersive virtual reality training system for orthognathic surgical education

Wan

et al. 2023

Front. Pediatr.

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Virtual reality (VR) has been proven an important supplement for surgical education in medical students. However, studies on immersive VR (iVR) simulation in orthognathic surgical education are limited. This study aimed to assess the validity of the iVR surgical training system for orthognathic surgery. Participants completed questionnaires at the end of the course to assess the validity of the training system. The questionnaires included questions on the experience of using the iVR system and surgical authenticity. Seven experienced surgeons and seven inexperienced students were recruited in this study to use our self-developed iVR training system for orthognathic surgery. The participants showed strong agreement to the fidelity of our training system (4.35 out of 5), including the virtual environment, instruments, anatomy structures, and surgical procedures. The participants also strongly agreed that the iVR technique was essential in imparting surgical education. However, most of the participants experienced some degree of dizziness or fatigue after 1 h of using the system. The iVR training system is a new method for imparting education about orthognathic surgery. The iVR training system can act as a supplement and potential substitute of the traditional surgical training method.

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“…Various learning technologies have been developed in the field of craniofacial diseases, and most of them are aimed at neurosurgery residents because the related treatment procedures are associated with a high risk of complications (Grall et al, 2021a(Grall et al, , 2021b. Thereby the concept of simulation, which allows for the recreation of a desired scenario without the actual accompanying risk and the training and improvement of all the necessary skills, has become very popular and essential (Rehder et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Three‐dimensional printing models improve long‐term retention in medical education of pathoanatomy: A randomized controlled study

et al. 2022

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Craniosynostosis is a rare and complex pathology, and visuospatial skills are necessary for a good understanding of the condition. While the use of three‐dimensional (3D) models has improved the understanding of complex craniofacial anatomy, no study has evaluated the impact of this teaching support on long‐term retention. Our randomized controlled trial was designed to compare the long‐term retention of information with 3D‐printed models of four types of craniosynostosis versus classic 3D reconstructions displayed in two‐dimensional (2D) among undergraduate students. All students benefited from the same standardized course followed by the manipulation of the learning tool associated with the group for 15 min. Long‐term retention was assessed by the capability to properly recognize different types of craniosynostosis 3 weeks after the course. Eighty‐five students were enrolled. Previous educational achievements and baseline visuospatial skills were similar between the groups. The bivariate analysis showed the mean score in the 3D and 2D groups were 11.32 (2.89) and 8.08 (2.81), respectively (p < 0.0001). 3D‐printed models of structures with spatial complexity such as various craniosynostosis patterns improve significantly medical students' long‐term retention, indicating their educational efficacy.

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Surgical training 2.0: A systematic approach reviewing the literature focusing on oral maxillofacial surgery – Part I

Cited by 12 publications

References 77 publications

3D‐printed model for gingival flap surgery simulation: Development and pilot test

3D‐printed model for gingival flap surgery simulation: Development and pilot test

Validity of an immersive virtual reality training system for orthognathic surgical education

Three‐dimensional printing models improve long‐term retention in medical education of pathoanatomy: A randomized controlled study

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