Getting to the Root of Fine Motor Skill Performance in Dentistry: Brain Activity During Dental Tasks in a Virtual Reality Haptic Simulation

Perry, S. Marshall; Bridges, SM; Zhu, Frank; Leung, W. Keung; Burrow, MF; Poolton, Jamie; Masters, Rsw

doi:10.2196/jmir.8046

Cited by 22 publications

(18 citation statements)

References 38 publications

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“…One study explored brain activity during haptic dental skill performance to detect neurophysiological differences, using functional near‐infrared spectroscopy (fNIRS) 58 …”

Section: Research Themes Of the Reviewed Studiesmentioning

confidence: 99%

The utility of haptic simulation in early restorative dental training: A scoping review

Al‐Saud

2020

Journal of Dental Education

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Background Haptic dental simulators are becoming increasingly available in dental schools around the world; however, there is a paucity of evidence on their pedagogical effectiveness particularly in early dental training for the acquisition of the highly specific fine motor dental skills. Methods A scoping review was performed to broadly map the available evidence and to detect knowledge gaps on the utility of haptic dental simulation in early dental training. The review is reported using the PRISMA‐ScR guidelines. Eight bibliographic databases were searched: Web of Science, Scopus, MEDLINE via PubMed, Cochrane library, CENTRAL, ERIC, IEEE Xplore, and TRIP. Charted data were reported by clustering results according to study characteristics, research themes, research purpose, and type of validity evidence identified. Results The review process resulted in the inclusion of 36 studies published between 2009 and 2020. The majority of the studies were cross‐sectional in design with short‐term evaluation data. Of the studies included, 64% investigated commercially available haptic simulators, while 36% investigated experimental haptic simulators. The research themes identified were skill acquisition and transfer, task‐specific haptic training, trainee level discrimination, feedback, subjective user evaluation, performance prediction, and human factors in haptic training. Conclusion Short‐term evaluation evidence from reviewed studies indicates the usefulness of the haptic simulators in early dental training. They complement the existing phantom head simulators by offering qualitatively different features. Further empirical research is needed to investigate the long‐term impact of training with haptic dental simulators, to improve the availability of validation evidence and to enhance the results generalizability.

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“…One study explored brain activity during haptic dental skill performance to detect neurophysiological differences, using functional near‐infrared spectroscopy (fNIRS) 58 …”

Section: Research Themes Of the Reviewed Studiesmentioning

confidence: 99%

The utility of haptic simulation in early restorative dental training: A scoping review

Al‐Saud

2020

Journal of Dental Education

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“…As mentioned above, we speculate that maintaining motor control in the face of pain is an important ingredient of medical education. A previous study investigated the cognitive aspects of motor actions in a virtual dentistry environment in a sample of dentistry students [1]. However, the quality of the dentistry treatment may not only depend on the cognitive aspects of motor actions but also on emotional aspects of motor actions.…”

Section: Discussionmentioning

confidence: 99%

“…The quality of dentistry relies on the extent to which dentists can accurately plan, perform, and perceive motor actions. Planning performance and perception of potentially hurtful motor actions affect brain regions that are related to working memory and pain perception [1,2].…”

Section: Introductionmentioning

confidence: 99%

“…We hypothesize that watching dentistry scenes from a self-perspective may induce brain activity in (affective and motoric aspects) pain-related regions in controls, whereas this is less the case for dental students. We expect that dental students learn to control the motoric aspects of pain during their education because it is a prerequisite for manual treatment [1].…”

Section: Introductionmentioning

confidence: 99%

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Expertise Modulates Students’ Perception of Pain From a Self-Perspective: Quasi-Experimental Study

et al. 2019

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Background Perception of stimuli presented in a virtual dentistry environment affects regions of the brain that are related to pain perception. Objective We investigated whether neural correlates of virtual pain perception are affected by education in dentistry. Methods In this functional magnetic resonance imaging study, a sample of 20 dental students and 20 age-matched controls viewed and listened to video clips presenting a dental treatment from the first‐person perspective. An anxiety questionnaire was used to assess the level of dental anxiety. Neural correlates of pain perception were investigated through classic general linear model analysis and in-house classification methods. Results Dental students and naïve controls exhibited similar anxiety levels for invasive stimuli. Invasive dentistry scenes evoked a less affective component of pain in dental students compared with naïve controls ( P <.001). Reduced affective pain perception went along with suppressed brain activity in pain matrix regions including the insula, anterior cingulate cortex, and basal ganglia. Furthermore, a substantial reduction of brain activity was observed in motor-related regions, particularly the supplementary motor area, premotor cortex, and basal ganglia. Within this context, a classifier analysis based on neural activity in the nucleus lentiformis could identify dental students and controls on the individual subject level in 85% of the cases (34 out of 40 participants, sensitivity=90%, specificity=80%). Conclusions Virtual dental treatment activates pain-related brain regions in controls. By contrast, dental students suppress affective and motor-related aspects of pain. We speculate that dental students learn to control motoric aspects of pain perception during their education because it is a prerequisite for the professional manual treatment of patients. We discuss that a specific set of learning mechanisms might affect perceived self-efficacy of dental students, which in turn might reduce their affective component of pain perception.

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“…This is important because learning attitude is a strong predictor of students’ engagement with the subject and consequently, the overall academic performance (Lee & Shute, 2010). Furthermore, VR learning achieved higher conceptual and procedural knowledge (Dubovi, Levy, & Dagan, 2017) and students showed enhanced technical skills (Gunn, Jones, Bridge, Rowntree, & Nissen, 2018), fine motor (Perry et al ., 2017), transferrable problem solving (Castronovo, 2016) and self‐management skills (Cela‐Ranilla, Esteve‐Gonzalez, Esteve‐Mon, & Gisbert‐Cervera, 2014). Moreover, VR has shown to improve the learning effectiveness as it increased the students’ accuracy, reduced the number of working days on a particular subject (Górski, Buń, Wichniarek, Zawadzki, & Hamrol, 2017; Munafo, Diedrick, & Stoffregen, 2017; Radkowski, Herrema, & Oliver, 2015) and increased practice opportunities as well as teacher‐student interactions (Hodges, Wang, Lee, Cohen, & Jang, 2018; Jones, Morales, & Knezek, 2005).…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

The effectiveness of a marketing virtual reality learning simulation: A quantitative survey with psychophysiological measures

Sung¹,

Mergelsberg²,

Teah³

et al. 2020

Brit J Educational Tech

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Virtual reality (VR) technology has been shown to be a promising teaching method in STEM subjects. Extending these findings, the current study is the first to develop and examine the feasibility of using a VR simulation in marketing (ie, a non‐STEM subject). Specifically, the levels of immersion and three learning outcomes (learning attitude, enjoyment and performance) were compared between the marketing students who learned the same content through a VR simulation prototype versus a traditional static video presentation. Learning enjoyment was measured using facial electromyography, which served as a more objective measures for the feeling of enjoyment. Compared to the video condition, the results showed that VR resulted in a higher experience of immersion, learning attitude and learning enjoyment. Furthermore, immersion was found to fully mediate the positive effects of the VR simulation on learning attitude, but not enjoyment. Surprisingly, students in the video condition performed better on the knowledge‐based test than those in the VR condition. The current study suggests that the current prototype of the VR simulations should be used as supplementary resource to increase the learning attitude and enjoyment, but not as a main teaching material to enhance knowledge‐based performance in the marketing discipline.

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Getting to the Root of Fine Motor Skill Performance in Dentistry: Brain Activity During Dental Tasks in a Virtual Reality Haptic Simulation

Cited by 22 publications

References 38 publications

The utility of haptic simulation in early restorative dental training: A scoping review

The utility of haptic simulation in early restorative dental training: A scoping review

Expertise Modulates Students’ Perception of Pain From a Self-Perspective: Quasi-Experimental Study

The effectiveness of a marketing virtual reality learning simulation: A quantitative survey with psychophysiological measures

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