Toward Intelligent Tutorial Feedback in Surgical Simulation

Yin, Myat Su; Haddawy, Peter; Suebnukarn, Siriwan; Rhienmora, Phattanapon

doi:10.1145/2856767.2856810

Cited by 5 publications

(2 citation statements)

References 10 publications

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“…The cluster with the maximum connection strength consists of four people led by Rhienmora. Their main research direction was on the application of virtual reality simulators in the education of endodontics 24–30 …”

Section: Resultsmentioning

confidence: 99%

“…Their main research direction was on the application of virtual reality simulators in the education of endodontics. [24][25][26][27][28][29][30] As for postgraduate education, 97 researches came from 416 authors, of whom nine published more than two researches, as shown in Table 1D. The largest cluster was composed of three members led by Gulabivala, they published three researches together, ranking first in publications and citations.…”

Section: Authorsmentioning

confidence: 99%

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A bibliometric comparison of undergraduate and postgraduate endodontic education publications: The topics, trends, and challenges

Zhang,

Liu,

Yang

et al. 2023

Journal of Dental Education

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ObjectivesThis study employs bibliometric analysis to compare knowledge units and main topics in undergraduate and postgraduate endodontic education, aiming to identify similarities, differences, and connections. The insights gained are expected to inform the future of two‐stage education to enhance continuity, highlighting evolving trends, challenges, and development directions.MethodsCitation data were retrieved from the Web of Science Core Collections (WOSCC) database and non‐WOSCC databases with two separate search formulas. VOSviewer and CiteSpace were used to analyze the distribution of research by publication years, citation‐sources, co‐authorship network of authors and countries, and clusters of keywords.ResultsThe focus on undergraduate education preceded postgraduate education by nearly a decade. The United Kingdom has emerged as the most prominent contributor to endodontic literature at both levels, with the International Endodontic Journal representing the most voluminous and cited resource in this domain. Dummer is recognized as the most prolific author in undergraduate endodontic education, while Gulabivala spearheads the most extensive cluster of postgraduate education. Keywords clustering analysis reveals that undergraduate education places greater emphasis on fundamental knowledge, while postgraduate education concentrates more on clinical practice. Descriptive analyses from non‐WOSCC databases align with the topics and findings from WOSCC‐based bibliometric analysis.ConclusionThis bibliometric analysis revealed the emphasis on fundamental knowledge and teaching techniques at the undergraduate level versus advanced clinical knowledge and techniques at the postgraduate level, which originated from different learning aims and contexts. Updating the curriculum to meet the latest practices and innovations is crucial for aligning learning objectives with current and future needs, and the connection between the two levels remains a central challenge in endodontic education.

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Section: Resultsmentioning

confidence: 99%

Section: Authorsmentioning

confidence: 99%

A bibliometric comparison of undergraduate and postgraduate endodontic education publications: The topics, trends, and challenges

Zhang,

Liu,

Yang

et al. 2023

Journal of Dental Education

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Distributed Apprenticeship in Online Communities

Hui¹,

Easterday²,

Gerber³

2018

Human–Computer Interaction

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Use of Haptic Feedback to Train Correct Application of Force in Endodontic Surgery

Yin

Haddawy

Suebnukarn

et al. 2017

Proceedings of the 22nd International Conference on Intelligent User Interfaces

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With the minute margins of error in endodontic surgery, training in manual dexterity and proper instrument handling are crucial components in the dental curriculum. Important parameters include tool path, tool angulation, and force applied. In this work, we focus on training of correct application of force. This is particularly challenging since the amounts of force used are on the order of tenths of Newtons, requiring a highly refined tactile sense and incorrect force can cause irreversible damage. Too great a force can cause overdrilling or in extreme cases perforation of the tooth. Too small a force can cause thermal irritation possibly resulting in tissue necrosis. Despite the importance of correct use of force, this is the dimension on which students receive the least tutorial feedback since force information is typically not available in traditional training settings. In this paper, we present an approach to using haptic feedback as a means to convey formative feedback on the correct application of force. Feedback is conveyed to the student graphically and the correct amount of force to apply is trained haptically. The simulator is rewound and the student is asked to redo the stage where the error occurred. Preliminary evaluation against a control group of students who received only feedback concerning outcome shows the feedback mechanism to be effective.

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Toward Intelligent Tutorial Feedback in Surgical Simulation

Cited by 5 publications

References 10 publications

A bibliometric comparison of undergraduate and postgraduate endodontic education publications: The topics, trends, and challenges

A bibliometric comparison of undergraduate and postgraduate endodontic education publications: The topics, trends, and challenges

Distributed Apprenticeship in Online Communities

Use of Haptic Feedback to Train Correct Application of Force in Endodontic Surgery

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