First experiences with patient‐centered training in virtual reality

Abstract

Context In preclinical dental education, plastic and extracted teeth have been broadly used for skills training without specific focus on the patient behind the procedure. A patient‐centered approach remains challenging in traditional simulation, which does not resemble realistic clinical situations. Objective This article describes the development and first experiences with a patient‐centered virtual reality training module (PC‐VR) that allows dental care providers to prepare, beforehand and in virtual reality (VR), specific procedures required by their patients. Experiences with this patient‐centered practice are described to reflect on its value for clinical training in dentistry. Design Using an intraoral scanner, digital impressions of 10 patients were made; these served as stereolithography (STL) digital files, which were converted into volumetric haptic models for display in a VR dental simulator. In this study, students’ experiences were investigated through a short open‐answer survey in 2018. Atlas.ti was used for qualitative analysis of the answers through the inductive methodology of the grounded theory approach. Results Drillable virtual models of real patients were made available for training using VR. Inductive analysis of the experiences identified 5 dimensions describing the main features of PC‐VR: added value, competence development, self‐efficacy, outcomes, and room for development. Conclusion This article provides a general overview of the possibilities and challenges of the implementation PC‐VR in dental education. Although concrete effects on trainees’ self‐confidence and performance are yet to be determined, all participants appreciated the opportunity to explore clinical situations before experiencing them in the context of a real patient.

Virtual education: Dental morphologies in a virtual teaching environment

“…For example, an app can already be used to view simulation videos during the performance of local anesthesia, 8 and to virtually examine various simulated oral cavities, X-ray images 9 or cavity/crown preparations can be practiced, and technical simulators will provide haptic feedback. 4,6,[10][11][12][13][14][15][16][17] Especially essential in dentistry, the spatial threedimensional (3D) perception and understanding of objects can be best presented in a VR teaching environment. Currently, dental education is mainly taught using 2D image material.…”

“…In the field of dentistry, there is a constant search for ways to use XR effectively. For example, an app can already be used to view simulation videos during the performance of local anesthesia, 8 and to virtually examine various simulated oral cavities, X‐ray images 9 or cavity/crown preparations can be practiced, and technical simulators will provide haptic feedback 4,6,10‐17 …”

Disruptions during a pandemic: Gaps identified and lessons learned

“…Using 3‐dimensional virtual models has shown to increase student's spatial visualization 19 and results in a more positive students’ perception of dental education 20 . Significant advancement in haptic and virtual reality (VR) and augmented reality (AR) space gave rise to AR/VR‐based simulation devices (examples: eHuman, Simodont, Dentsim, or Periosim) exclusively used as adjunct instruction tools during the pre‐clinical training period 21‐23 . Although they are in the early stages, when adequately enhanced and made portable, this technology has the potential to mimic patient encounters and aid in virtual continuity of clinical education and assessment during crises, when used in personal devices, such as tablets or phones.…”

Uso de realidade virtual no ensino da Odontologia: um projeto piloto

“…Em Odontologia o uso RV vem sendo demonstrado em algumas áreas 18,23,[25][26][27][28] . Entretanto, os vídeos em 360 o ainda são escassos.…”

“…Por isso, a RV vem sendo considerada uma possibilidade concreta de vir a ser popularmente utilizada na próxima geração, seja em espaços internos ou externos 24 . A RV, especificamente na área do ensino, vem sendo utilizada em treinamentos odontológicos préclínicos 18,23,25,26 , em implantodontia 27 e em cirurgia maxilofacial 28 .…”