Combining virtual reality and 3D‐printed models to simulate patient‐specific dental operative procedures—A study exploring student perceptions

Abstract

Introduction:Students face a number of challenges in translating the skills acquired in pre-clinical simulation environments to the delivery of real patient care. These are particularly emphasised for complex operative procedures such as tooth preparations for indirect restorations. This paper reports student perceptions of a novel approach designed to improving student confidence when undertaking operative procedures on patients for the first time, by providing patient-specific simulation using virtual reality (VR) and 3D-printed models of the student's real clinical case. Materials and Methods:Students practised on patient-specific models, in the presence of a clinical tutor, firstly using VR simulation then with 3D-printed models in a clinical skills laboratory. The students then carried out the operative procedure on their patients, on the third occasion of practice. After providing the treatment for their patients, students attended a semi-structured interview to discuss their experiences. The qualitative data were analysed using two forms of inductive analysis. Results: Students most frequently cited: the value of the educator, increased confidence and efficiency during the clinical procedure, improved patient confidence and the complementary benefits of the two simulation modalities. Thematic analysis of participants' responses uncovered five key themes: • The value of virtual reality dental simulators • The value of clinical skills laboratory simulation with 3D-printed models • The value of educator engagement • The impact on the clinical procedure and the patient • The VR and clinical skills laboratory balance Conclusion: This paper reports the early findings of an intervention that improves dental student confidence through the use of patient-specific VR exercises and 3Dprinted models. These provided an incremental learning experience for an operative clinical procedure, prior to treatment of the live patient. Early results suggest this is a positive experience for the students, providing a valuable contribution to their confidence and preparedness. How to cite this article: Towers A, Dixon J, Field J, Martin R, Martin N. Combining virtual reality and 3D-printed models to simulate patient-specific dental operative procedures-A study exploring student perceptions.

Students’ and tutors’ perceptions of a deliberate simulated practice using patient‐specific virtual and three‐dimensional printed teeth models: A pilot study

“…However, an important percentage of participants (95%) favored practicing both modalities together. Further, as depicted in Table 2, and in agreement with previous studies, 15,19,24,30 students highlighted that working with 3D-printed models was better than practicing with Frasaco (Tettnang, Germany) standard and generic model teeth, as they felt it more useful and authentic.…”

“…As previously reported, 15 most students (73%) in our study preferred the 3D-printed models over the VR simulation (25%) to practice their hands-on skills; 2% did not like either simulation. However, an important percentage of participants (95%) favored practicing both modalities together.…”

“…(Table 2). This feedback was also valued by participants in the study by Towers et al 15 As stated by Nassar and Tekian 29 in their critical review, to achieve the maximum benefits from simulation exercises, emphasis should be placed on opportune feedback and deliberate practice approaches.…”

“…In a previous study, students also mentioned as something positive about VR models was that they allowed the students to zoom in, which aids in understanding tooth anatomy. 15 However, they also stated that they had difficulty working with both models (3D-printed and VR), on approximal surfaces as the structure was a single block with no interproximal space. In contrast, the study by Lee et al 19 printed their customized typodonts separately rather than having them attached to the adjacent teeth, which meant that most participants (89%) stated that they could consider adjacent teeth when performing the proximal surface reduction.…”

“…However, the students are usually presented with standardized models, providing them with only a generic experience of real patient procedures. 15 Although less widespread and becoming increasingly extensive, virtual reality (VR) dental clinical simulators with computer-generated teeth are achieving recognition as a valuable means to train dental students. 16 Further, haptic simulators that receive and transmit motion signals to mimic the interaction force between the bur and the different tooth structures (sensory feedback) are the latest improvements to simulation training, providing a safe learning environment.…”