The use of mixed reality in dentistry

Blanchard, Jessica; Koshal, Sonita; Morley, Simon; McGurk, Mark

doi:10.1038/s41415-022-4451-z

Cited by 24 publications

(7 citation statements)

References 21 publications

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“…Furthermore, among advanced VR technologies, the use of mixed-reality technology using Microsoft’s HoloLens provides an augmented and virtual experience in dental education and is highly effective [ 43 , 44 ]; hence, it is a good alternative in DR learning. Nevertheless, educational and training institutions face significant financial challenges with regard to acquiring both equipment and content [ 45 , 46 ], making the provision of these resources to students challenging.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, 360° videos and pHMDs offer several advantages when used for the purpose of education in a nonface-to-face online environment. Furthermore, among advanced VR technologies, the use of mixed-reality technology using Microsoft's Holo-Lens provides an augmented and virtual experience in dental education and is highly effective [43,44]; hence, it is a good alternative in DR learning. Nevertheless, This photo shows that a 360° recorded video is played by dividing the same video into the left and right eyes on a smartphone attached to pHMD.…”

Section: Discussionmentioning

confidence: 99%

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Comparative study of 360° virtual reality and traditional two-dimensional video in nonface-to-face dental radiology classes: focusing on learning satisfaction and self-efficacy

Im,

Gu,

Bae

et al. 2023

BMC Med Educ

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Background Acquiring adequate theoretical knowledge in the field of dental radiography (DR) is essential for establishing a good foundation at the prepractical stage. Currently, nonface-to-face DR education predominantly relies on two-dimensional (2D) videos, highlighting the need for developing educational resources that address the inherent limitations of this method. We developed a virtual reality (VR) learning medium using 360° video with a prefabricated head-mounted display (pHMD) for nonface-to-face DR learning and compared it with a 2D video medium. Methods Forty-four participants were randomly assigned to a control group (n = 23; 2D video) and an experimental group (n = 21; 360° VR). DR was re-enacted by the operator and recorded using 360° video. A survey was performed to assess learning satisfaction and self-efficacy. The nonparametric statistical tests comparing the groups were conducted using SPSS statistical analysis software. Results Learners in the experimental group could experience VR for DR by attaching their smartphones to the pHMD. The 360° VR video with pHMD provided a step-by-step guide for DR learning from the point of view of an operator as VR. Learning satisfaction and self-efficacy were statistically significantly higher in the experimental group than the control group (p < 0.001). Conclusions The 360° VR videos were associated with greater learning satisfaction and self-efficacy than conventional 2D videos. However, these findings do not necessarily substantiate the educational effects of this medium, but instead suggest that it may be considered a suitable alternative for DR education in a nonface-to-face environment. However, further examination of the extent of DR knowledge gained in a nonface-to-face setting is warranted. Future research should aim to develop simulation tools based on 3D objects and also explore additional uses of 360° VR videos as prepractical learning mediums.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Comparative study of 360° virtual reality and traditional two-dimensional video in nonface-to-face dental radiology classes: focusing on learning satisfaction and self-efficacy

Im,

Gu,

Bae

et al. 2023

BMC Med Educ

View full text Add to dashboard Cite

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“…AR technology has become increasingly popular in various areas of dentistry, including clinical aesthetics, maxillofacial surgery, restorative techniques, dental morphology and implantology, and simulation [ 28 – 31 ]. For instance, Microsoft HoloLens provides advanced AR tools that augment dental education and surgical planning [ 32 ]. Virtual reality technology also provides a simulated environment for dental morphological education [ 33 ].…”

Section: Discussionmentioning

confidence: 99%

Mobile educational tool based on augmented reality technology for tooth carving: results of a prospective cohort study

Lim

Kim

et al. 2023

BMC Med Educ

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Background Augmented reality (AR) technology has been shown to be effective in displaying information and presenting three-dimensional objects. Although AR applications are commonly used by learners via mobile devices, plastic models or two-dimensional images are still commonly used in tooth carving practice. Learners practicing tooth carving face a challenge due to the three-dimensional features of teeth as there is a lack of tools available that provide sequential guidance. In this study, we developed an AR-based tooth carving practice tool (AR-TCPT) and compared it to a plastic model to evaluate its potential as a practice tool as well as its user experience. Methods To model tooth carving, we created a three-dimensional object from sequential steps that included the maxillary canines and maxillary first premolars (16 steps), mandibular first premolars (13 steps), and mandibular first molars (14 steps). Image markers, created using Photoshop software, were assigned to each tooth. An AR-based mobile application was developed using the Unity engine. For tooth carving, 52 participants were randomly assigned to a control group (n = 26; using a plastic tooth model) or an experimental group (n = 26; using the AR-TCPT). User experience was evaluated using a 22-item questionnaire. Data were comparatively analyzed using the nonparametric Mann–Whitney U test via the SPSS program. Results The AR-TCPT detects image markers with the mobile device camera and displays three-dimensional objects for tooth fragmentation. Users can manipulate the device to view each step or examine the shape of a tooth. The results of the user experience survey revealed that the AR-TCPT experimental group scored significantly higher in tooth carving experience compared with the control group that used the plastic model. Conclusion Compared with the conventional plastic model, the AR-TCPT provided a better user experience for tooth carving. The tool is highly accessible as it is designed to be used on mobile devices by users. Further studies are required to determine the educational impact of the AR-TCTP on quantitative scoring of carved teeth as well as individual user’s carving abilities.

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“…21 Moreover, augmented reality, virtual reality and other digital means are introduced recently for health sciences teaching and they still under investigations. [22][23][24][25] For instance, some efforts to develop the students' skills in replicating dental morphology implemented augmented reality, by providing virtual teeth models that is displayed in the real world by Microsoft Hololens, suggest that augmented reality can be helpful in dental anatomy education, but now they are still not suitable replacements for physical 3D models. 26 In the future we seek to upgrade our efforts to include developing the dental student's self-assessment skills of their dental carvings; it was reported that a statistically significant correlation exists between self-assessment ability and waxing performance in dental students.…”

Section: Discussionmentioning

confidence: 99%

Blended Learning with Video Demonstrations Enhances Dental Students’ Achievements in Tooth Carving

Alzer,

Ismail,

Alsoleihat

2023

AMEP

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Background Learning fine motor skill is central to preclinical dental education. Dental students are introduced to anatomical tooth carving to facilitate the development of their fine motor skill and manual dexterity. Various carving technique exists, such as wax build-up, and geometric (block carving technique). Since substantial laboratory Time and instructors’ effort are required to teach students the desired techniques, blended learning approach via pre-recorded demonstration may improve the teaching and learning efficiency of anatomical tooth carving. For years, we used the Geometric method to teach preclinical dental students to carve down tooth sculptures after performing live demonstrations for them. Multiple practical laboratory demonstrations are necessary to deepen the student’s comprehensive understanding of dental anatomical features and teach them correct instrumentation; this is time-consuming and challenging due to limited laboratory hours and limited view field. Accordingly, in 2016 the teaching staff created videos for tooth drawing, carving, and identification, and uploaded them to the students’ university platform. Years later, we decided to perform this retrospective study. Objective To assess the enhancement in students’ tooth carving skills after implementing blended learning with video demonstrations. Methods The student’s total grades were used for comparative purposes. The students’ total grades between 2010 and 2019 were collected and categorized into two groups: Group 1 (n=858), which learned tooth carving by the Geometric method after live demonstrations, and Group 2 (972), which benefited from blended learning with video demonstrations in learning. The two groups’ mean, median, mode, Percentile 75, and Percentile 90 were compared. Results Group 2 showed higher grades than group 1, and the differences between the two groups’ mean and median were statistically significant p<0.001. Moreover, the mode, P75 and P90 favored group 2. Conclusion Results show that blended learning with video demonstrations enhanced the achievements of dental students in tooth carving.

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The use of mixed reality in dentistry

Cited by 24 publications

References 21 publications

Comparative study of 360° virtual reality and traditional two-dimensional video in nonface-to-face dental radiology classes: focusing on learning satisfaction and self-efficacy

Comparative study of 360° virtual reality and traditional two-dimensional video in nonface-to-face dental radiology classes: focusing on learning satisfaction and self-efficacy

Mobile educational tool based on augmented reality technology for tooth carving: results of a prospective cohort study

Blended Learning with Video Demonstrations Enhances Dental Students’ Achievements in Tooth Carving

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