A scoping review of the use and application of virtual reality in pre-clinical dental education

Towers, Ashley; Field, James; Stokes, Christopher; Maddock, Stephen; Martín, Nicolás

doi:10.1038/s41415-019-0041-0

Cited by 84 publications

(95 citation statements)

References 76 publications

(23 reference statements)

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“…It was clear there were no established educational standards for dental simulators. Most of the available dental simulators have not been validated [46].…”

Section: Surgical Trainingmentioning

confidence: 99%

The application of virtual reality and augmented reality in Oral & Maxillofacial Surgery

Ayoub¹,

Pulijala²

2019

BMC Oral Health

211

119

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Background: Virtual reality is the science of creating a virtual environment for the assessment of various anatomical regions of the body for the diagnosis, planning and surgical training. Augmented reality is the superimposition of a 3D real environment specific to individual patient onto the surgical filed using semi-transparent glasses to augment the virtual scene.. The aim of this study is to provide an over view of the literature on the application of virtual and augmented reality in oral & maxillofacial surgery. Methods: We reviewed the literature and the existing database using Ovid MEDLINE search, Cochran Library and PubMed. All the studies in the English literature in the last 10 years, from 2009 to 2019 were included. Results: We identified 101 articles related the broad application of virtual reality in oral & maxillofacial surgery. These included the following: Eight systematic reviews, 4 expert reviews, 9 case reports, 5 retrospective surveys, 2 historical perspectives, 13 manuscripts on virtual education and training, 5 on haptic technology, 4 on augmented reality, 10 on image fusion, 41 articles on the prediction planning for orthognathic surgery and maxillofacial reconstruction. Dental implantology and orthognathic surgery are the most frequent applications of virtual reality and augmented reality. Virtual planning improved the accuracy of inserting dental implants using either a statistic guidance or dynamic navigation. In orthognathic surgery, prediction planning and intraoperative navigation are the main applications of virtual reality. Virtual reality has been utilised to improve the delivery of education and the quality of training in oral & maxillofacial surgery by creating a virtual environment of the surgical procedure. Haptic feedback provided an additional immersive reality to improve manual dexterity and improve clinical training. Conclusion: Virtual and augmented reality have contributed to the planning of maxillofacial procedures and surgery training. Few articles highlighted the importance of this technology in improving the quality of patients' care. There are limited prospective randomized studies comparing the impact of virtual reality with the standard methods in delivering oral surgery education.

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“…It was clear there were no established educational standards for dental simulators. Most of the available dental simulators have not been validated [46].…”

Section: Surgical Trainingmentioning

confidence: 99%

The application of virtual reality and augmented reality in Oral & Maxillofacial Surgery

Ayoub¹,

Pulijala²

2019

BMC Oral Health

211

119

View full text Add to dashboard Cite

show abstract

“…This simulator shows a complete, realistic and anatomically correct head of a teenage male model for the purposes of these procedures, in a dental room (Figure 1a). Other VR simulators for training dental procedures are found in the literature, and in studies related to their use in educational contexts (TOWERS et al, 2019). However, few are full immersive, and to date we have not found reports on the immersive impacts of haptic VR using HMD for anesthesia training.…”

Section: Introductionmentioning

confidence: 88%

“…Despite the large number of efforts made in order to improve training in dental education, the immersive impacts of haptic VR using HMD on the performance of anesthesia administration training, (especially on the inferior alveolar nerve block) have not been reported to date in the literature. The closest approaches have considered a less immersive technology, such as 2D or 3D monitors (TOWERS et al, 2019). Moreover, assessing a student's performance is difficult, and it is limited to measurement of task execution time and number of errors, or a subjective rating evaluation by an expert.…”

Section: Motivationmentioning

confidence: 99%

“…Nowadays HMD seems to be a better way to provide fully immersive VR systems, since we can use haptic device preventing users to "pass through" virtual objects, and perceiving their sense of presence (MESTRE, 2017). Towers et al (2019) reported in a recent review on dental education simulators that VR has been used as an umbrella term to describe a number of technologies. VR dental simulators can be constructed using full immersive technology, such as HMD device, or using a less immersive technology, such as computer monitors.…”

Section: Hmd-based Dental Trainingmentioning

confidence: 99%

“…The majority of the found studies in dentistry have used less immersive technology, such as 2D or 3D monitors, coupled with haptic technology (TOWERS et al, 2019). Based on the findings, two dental performances were identified and classified as: (1) drill training using commercial simulators (e.g.…”

Section: Vr In Dental Trainingmentioning

confidence: 99%

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Impact of immersion on the performance of haptic virtual reality for inferior alveolar nerve anesthesia training.

Oliveira¹

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Educational Interventions to Improve Dental Anatomy Carving Ability of Dental Students: A Systematic Review

Conte

Guollo

Schneider

et al. 2020

Anatomical Sciences Ed

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This systematic review aimed to identify the level of impact of educational strategies for teaching tooth carving on the carving ability of undergraduate dental students. The PubMed‐NCBI, Cochrane‐CENTRAL, LILACS, Ibecs, BBO, Web of Science, and Scopus databases were searched in May 2019, for randomized controlled trials (RCTs) and two‐arm non‐randomized studies of interventions (NRSI) addressing educational interventions toward the dental carving of undergraduate students. Studies from the year 2000 until the search date, written in English, Portuguese, and Spanish were included. Study screening and data extraction were performed in duplicate and blinded. The data were presented narratively, considering the dental carving ability of students the primary outcome. The risk of bias was assessed using the RoB tool 2.0 and ROBINS‐I, and the level of evidence was determined with GRADE. Of 3,574 studies, 6 were included, with 3 RCTs and 3 NRSIs. Very low level of evidence was provided from the NRSIs that flipped classroom (1 study; n = 140) and a student‐driven revised module (1 study; n = 264) improved the carving ability of students. Additionally, there was moderate evidence of online complementary material (1 RCT; n = 30) and reinforcement class improving the carving ability of students (1 RCT; n = 29). The replacement of traditional classes by an instructional DVD (1 RCT; n = 73) and assessment of carving projects through digital systems (1 NRSI; n = 79) did not enhance the carving ability of students. Study design, risk of bias, and imprecision downgraded the level of evidence. There was a very low to moderate evidence on the effectiveness of student‐driven educational approaches and complementary classes of dental anatomy in improving the dental carving ability of students.

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A scoping review of the use and application of virtual reality in pre-clinical dental education

Abstract: This is a repository copy of A scoping review of the use and application of virtual reality in pre-clinical dental education.

Cited by 84 publications

References 76 publications

The application of virtual reality and augmented reality in Oral & Maxillofacial Surgery

The application of virtual reality and augmented reality in Oral & Maxillofacial Surgery

Impact of immersion on the performance of haptic virtual reality for inferior alveolar nerve anesthesia training.

Educational Interventions to Improve Dental Anatomy Carving Ability of Dental Students: A Systematic Review

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