A virtual reality dental simulator predicts performance in an operative dentistry manikin course

Imber, S; Shapira, Galina; Gordon, Moshe; Judes, H; Metzger, Zvi

doi:10.1034/j.1600-0579.2003.00299.x

Cited by 42 publications

(47 citation statements)

References 10 publications

(11 reference statements)

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“…A comparison of grades awarded by such a device for preparations carried out by experienced prosthodontists and inexperienced students found a statistically significant difference in the grades, concluding that the device was able to accurately assess (Suebnukam, Phatthanasathiankul, Sombatweoje, Rheinmora & Haddawy 2000). Imbers et al (2003), also used such a device in predicting poorly performing students. Participants carried out preparations on the device prior to starting a clinical skills course.…”

Section: Opto-electronic Devicesmentioning

confidence: 99%

Assessing the Clinical Skills of Dental Students: A Review of the Literature

Taylor¹,

Grey²,

Satterthwaite³

2013

JEL

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Education, from a student perspective, is largely driven by assessment. An effective assessment tool should be both valid and reliable, yet this is often not achieved. The aim of this literature review is to identify and appraise the evidence base for assessment tools used primarily in evaluating clinical skills of dental students.Methods: MEDLINE was searched for all relevant articles from January 1950-January 2011 published in the English language. References of the articles were then hand searched.This review begins with a brief outline of the student learning process and the aim of assessment. The tools available for both formative and summative assessments are discussed, with particular reference to those used in assessing dental students' clinical ability. The problems of subjectivity and assessor variability associated with traditional teacher-led assessments are highlighted. Methods which have attempted to overcome these problems, such as the use of checklists and training are then discussed. The benefits and shortcomings of the use of students as assessors, both in self and peer assessment are reviewed. Finally, the use of objective assessment methods involving opto-electronic and haptic technology is considered.

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Section: Opto-electronic Devicesmentioning

confidence: 99%

Assessing the Clinical Skills of Dental Students: A Review of the Literature

Taylor¹,

Grey²,

Satterthwaite³

2013

JEL

View full text Add to dashboard Cite

show abstract

“…Imber et al. (10) reported a positive correlation between class standing of students in a simulator pre‐test and their individual grades in a manikin course. In terms of quality of cavity preparation, however, Quinn et al.…”

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confidence: 99%

“…Jasinevicius et al (9) reported that the instruction time for traditional training was five times longer than for computer-assisted training. Imber et al (10) reported a positive correlation between class standing of students in a simulator pre-test and their individual grades in a manikin course. In terms of quality of cavity preparation, however, Quinn et al (11) found no consistent differences in assessment criteria between conventional operative training alone or conventional training in combination with VR simulations.…”

mentioning

confidence: 99%

Effect of augmented visual feedback from a virtual reality simulation system on manual dexterity training

Wierinck¹,

Puttemans²,

Swinnen³

et al. 2005

Eur J Dental Education

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Little research has been published about the impact of simulation technology on the learning process of novel motor skills. Especially the role of augmented feedback (FB) on the quality of performance and the transfer of the acquired behaviour to a no-augmented FB condition require further investigation. Therefore, novice dental students were randomly assigned to one of three groups and given the task of drilling a geometrical class 1 cavity. The FB group trained under augmented visual FB conditions, provided by the virtual reality (VR) system (DentSim). The no-FB group practised under normal vision conditions, in the absence of augmented FB. A control group performed the test sessions without participating in any training programme. All preparations were evaluated by the VR grading system according to four traditional (outline shape, floor depth, floor smoothness and wall inclination), and two critical, criteria (pulp exposure and damage to adjacent teeth). Performance analyses revealed an overall trend towards significant improvement with training for the experimental groups. The FB group obtained the highest scores. It scored better for floor depth (P < 0.001), whilst the no-FB group was best for floor smoothness (P < 0.005). However, at the retention tests, the FB group demonstrated inferior performance in comparison with the no-FB group. The transfer test on a traditional unit revealed no significant differences between the training groups. Consequently, drilling experience on a VR system under the condition of frequently provided FB and lack of any tutorial input was considered to be not beneficial to learning. The present data are discussed in view of the guidance hypothesis of FB, which refers to the apprentice's dependence on FB.

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“…In addition, objective accurate evaluation of clinical skills and risk management is important [1]. To overcome these problems, simulation has been widely introduced as an educational tool in dentistry [2][3][4][5][6].…”

Section: The Value Of Written Historymentioning

confidence: 99%

The utility of a patient robot in orthodontic practice

Futaki¹,

Yamaguchi²,

Katayama³

et al. 2016

Dent Oral Craniofac Res

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Objectives: Simulation education close to actual practice is desirable to learn clinical skills and risk management. The usefulness of a patient robot for orthodontic bonding practice was investigated in this study from June 2013 to August 2013. Methods:Nine subjects participated in training using a mannequin and the patient robot, a lecture, and mutual training. The following items were analyzed: A. examiner's score, B. bonding time, C. bracket mounting position, and D. questionnaire results.Results: When training using the patient robot was performed twice on the same day, the examiner's score rose and bonding time decreased. The examiner's score did not decrease after a 14-day interval. In contrast, when training using the patient robot was performed only once followed by a 14-day interval, the examiner's score markedly decreased Bracket heights of 32 and 35 were significantly lower, increasing deviation from the target value, in the training using the patient robot than those when using a mannequin. When performance of the training using the patient robot was compared between before and after the lecture and mutual training, the mean examiner's score in all subjects decreased and the bonding time increased after the lecture and mutual training. No significant difference was noted in the bracket mounting position. Conclusions:The educational effect is markedly influenced by feedback immediately after training and iterative learning. It was clarified that training using the patient robot is more difficult than training using a mannequin. It was suggested that a patient robot is useful in orthodontic bonding practice.

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A virtual reality dental simulator predicts performance in an operative dentistry manikin course

Cited by 42 publications

References 10 publications

Assessing the Clinical Skills of Dental Students: A Review of the Literature

Assessing the Clinical Skills of Dental Students: A Review of the Literature

Effect of augmented visual feedback from a virtual reality simulation system on manual dexterity training

The utility of a patient robot in orthodontic practice

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