The need for virtual reality simulators in dental education: A review

Roy, Elby; Bakr, Mahmoud M.; George, Roy

doi:10.1016/j.sdentj.2017.02.001

Cited by 175 publications

(140 citation statements)

References 14 publications

Supporting

Mentioning

126

Contrasting

Unclassified

Order By: Relevance

“…A literature review of 3D technologies in anatomical education showed that a majority of studies reported positive outcomes but none reported negative impacts on cognitive loads of users (Hackett and Proctor, ). Particularly, the development of 3D simulators coupled with augmented reality, automated feedback, and /or haptic response for surgical procedures has proven useful in skills development and consolidation while providing standardization of execution amongst students (Bakr et al, ; Perry et al, ; Roy et al, ; Kwon et al, ). Moreover, augmented reality was recently introduced to teach dental procedures such as cavity preparation, showing favorable response from dental students (Llena et al, ).…”

Section: Introductionmentioning

confidence: 99%

Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

Lone

Vagg

Theocharopoulos

et al. 2018

Anatomical Sciences Ed

View full text Add to dashboard Cite

Tooth morphology has a pivotal role in the dental curriculum and provides one of the important foundations of clinical practice. To supplement tooth morphology teaching a three‐dimensional (3D) quiz application (app) was developed. The 3D resource enables students to study tooth morphology actively by selecting teeth from an interactive quiz, modify their viewpoint and level of zoom. Additionally, students are able to rotate the tooth to obtain a 3D spatial understanding of the different surfaces of the tooth. A cross‐over study was designed to allow comparison of students’ results after studying with the new application or traditionally with extracted/model teeth. Data show that the app provides an efficient learning tool and that students’ scores improve with usage (18% increase over three weeks, P < 0.001). Data also show that student assessment scores were correlated with scores obtained while using the app but were not influenced by the teaching modality initially accessed (r2 = 0.175, P < 0.01). Comparison of the 2016 and 2017 class performance shows that the class that had access to the app performed significantly better on their final tooth morphology assessment (68.0% ±15.0 vs. 75.3% ±13.4, P < 0.01). Furthermore, students reported that the 3D application was intuitive, provided useful feedback, presented the key features of the teeth, and assisted in learning tooth morphology. The 3D tooth morphology app thus provides students with a useful adjunct teaching tool for learning dental anatomy. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists.

show abstract

Section: Introductionmentioning

confidence: 99%

Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

Lone

Vagg

Theocharopoulos

et al. 2018

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…4 However, many of the previous evaluations of such systems have been short-term, 5 involved small student cohorts, 9 were limited to measuring attitudes rather than impact on learning gains, 9,11 and rarely involved the integrated use of virtual simulators over a sustained period. These first-year students had not received any clinical training nor yet been Dental Surgical Simulator (IDSS) for caries detection, PerioSim for subgingival calculus detection, and Dental Trainer for cavity preparation.…”

Section: Methodsmentioning

confidence: 99%

“…The effectiveness of such sessions depends on the teacher's abilities and the number of tutors available to provide frequent feedback to assess students' learning progression. [1][2][3][4] However, very few of these involved assessing large cohorts of students' improvement in performance, which can reveal their learning progression over time. 9,10 Popular dental VRS systems include the Virtual Reality Dental Training Systems (VRDTS) for caries removal and periodontium measurement, the Iowa T here have been previous studies on the uses of virtual dental simulators using haptics to enhance the teaching of dental students.…”

mentioning

confidence: 99%

“…8 Virtual reality systems (VRS) provide benefits to traditional simulation teaching such as providing unlimited virtual teeth, immediate objective individual feedback, and unlimited user practice while reliably tracking students' progress. 4 Standard dental curricula include preclinical use of phantom-head manikins with a typodont model of the oral cavity containing plastic or humanextracted teeth to allow students to develop their procedural skills before treating actual patients. [1][2][3][4] However, very few of these involved assessing large cohorts of students' improvement in performance, which can reveal their learning progression over time.…”

mentioning

confidence: 99%

See 1 more Smart Citation

A Scoring System for Assessing Learning Progression of Dental Students’ Clinical Skills Using Haptic Virtual Workstations

Ria

Cox²,

Quinn³

et al. 2018

Journal of Dental Education

View full text Add to dashboard Cite

The aim of this study was to develop and test a scoring system to assess the learning progression of novice dental students using haptic virtual workstations. For the study, 101 first-year dental students at a UK dental school conducted one practice task (task 1) and four simulated cavity removal tasks (tasks 2-5) of increasing difficulty over two laboratory sessions in 2015. Performance data on the students' attempts were recorded as haptic technology-enhanced learning (hapTEL) log-files showing the percentage of caries, healthy tissue, and pulp removed. On-screen results were photographed and submitted by the students to the tutors. A scoring system named the Accuracy of Caries Excavation (ACE) score was devised to score these results and achieve an even distribution of scores and a calculated combined score. A total of 127 individual logged attempts by 80% of the students over sessions 1 and 2 were recorded and submitted to the tutors. The mean ACE scores for both sessions for tasks 2 through 5 were 9.2, 11.6, 6.4, and 4.9, respectively; for Session 2 (tasks 3-5), scores were 12.4, 6.7, and 5.0, respectively (p<0.001). The average performance on task 3, which was attempted in similar numbers during both sessions, improved from the first to the second session (8.14 vs. 12.38; p=0.009). Using the HapTEL system in a first-year BDS curriculum improved the students' performance of simulated cavity preparation after practicing over two sessions. Use of the ACE scoring system enabled tutors to make consistent assessments across a large student cohort and provided an objective method of formative assessment.

show abstract

“…Como exemplo de aplicações, podem-se citar o uso na Educação Básica para o desenvolvimento de habilidades sociais (com o uso de mundos virtuais) e noções espaciais (Hew & Cheung, 2010;Lee & Wong, 2014;Merchant, Goetz, Cifuentes, Keeney-Kennicutt, e Davis, 2014); no Ensino Superior, para o desenvolvimento de habilidades cirúrgicas em cursos de medicina (Anjos, Nunes & Tori, 2012;Psotka, 1995), em cursos de Odontologia (Roy, Bakr & George, 2017;Tori et al, 2016) e no ensino de metodologia para engenheiros (Häfner, Häfner & Ovtcharova, 2013); e na Educação para Necessidades Especiais, para avaliar como determinados estímulos afetam o desempenho cognitivo como também registrar e armazenar dados de desempenho motor e cognitivo dos alunos (Cidrim & Madeiro, 2017;Ortiz-Catalan et al, 2014;Rosa et al, 2016).…”

Section: Realidade Virtual Na Educaçãounclassified

Realidade Virtual na Educação: Panorama das Pesquisas no Brasil

Queiroz

Tori

Nascimento

2017

Anais Do XXVIII Simpósio Brasileiro De Informática Na Educação (SBIE 2017)

View full text Add to dashboard Cite

Abstract. Virtual Reality (VR) technology has become quite popular and affordable. Given its potential as a teaching tool, it is natural its increasing introduction into traditional and virtual classrooms. The mapping of Brazilian research related to VR and Education can contribute to the identification of gaps, overlaps, opportunities and subsidize pedagogical and public policy planning. This article analyzes the CNPq Research Groups Directory with focus on Virtual Reality research lines involving Education. Among other evidences, a greater concentration was identified in technology research for education than in how to educate using this technology. Resumo. A tecnologia de IntroduçãoA Realidade Virtual (RV) é definida por Lanier como uma realidade tridimensional implementada por meio de imagens projetadas com auxílio de óculos e uso de luvas (Biocca & Levy, 1995

show abstract

The need for virtual reality simulators in dental education: A review

Cited by 175 publications

References 14 publications

Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

A Scoring System for Assessing Learning Progression of Dental Students’ Clinical Skills Using Haptic Virtual Workstations

Realidade Virtual na Educação: Panorama das Pesquisas no Brasil

Contact Info

Product

Resources

About