Haptics – Touchfeedback Technology Widening the Horizon of Medicine

Kapoor, Shalini; Arora, Pallak; Kapoor, Vikas; Jayachandran, Mahesh; Tiwari, Manish

doi:10.7860/jcdr/2014/7814.4191

Cited by 22 publications

(30 citation statements)

References 33 publications

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“…Users will be able to dive into statistical plots and reports, watch them in 4D (in 3D space and time), manipulate them, and "wander" around them. Although significant progress has been made, there is still a need for more processing power, higher resolution, better design of the scenarios, and more advanced haptic devices in order to achieve highly realistic environments [31,76]. …”

Section: Conclusion and Future Perspectivesmentioning

confidence: 99%

Virtual and Augmented Reality in Medical Education

Pantelidis¹,

Chorti²,

Papagiouvanni³

et al. 2018

Medical and Surgical Education - Past, Present and Future

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Virtual reality (VR) and augmented reality (AR) are two contemporary simulation models that are currently upgrading medical education. VR provides a 3D and dynamic view of structures and the ability of the user to interact with them. The recent technological advances in haptics, display systems, and motion detection allow the user to have a realistic and interactive experience, enabling VR to be ideal for training in hands-on procedures. Consequently, surgical and other interventional procedures are the main fields of application of VR. AR provides the ability of projecting virtual information and structures over physical objects, thus enhancing or altering the real environment. The integration of AR applications in the understanding of anatomical structures and physiological mechanisms seems to be beneficial. Studies have tried to demonstrate the validity and educational effect of many VR and AR applications, in many different areas, employed via various hardware platforms. Some of them even propose a curriculum that integrates these methods. This chapter provides a brief history of VR and AR in medicine, as well as the principles and standards of their function. Finally, the studies that show the effect of the implementation of these methods in different fields of medical training are summarized and presented.

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Section: Conclusion and Future Perspectivesmentioning

confidence: 99%

Virtual and Augmented Reality in Medical Education

Pantelidis¹,

Chorti²,

Papagiouvanni³

et al. 2018

Medical and Surgical Education - Past, Present and Future

View full text Add to dashboard Cite

show abstract

“…It comprises two complementary senses; the tactile sense operates at the skin level, and allows feeling surfaces and textures and second, the proprioceptive or kinaesthetic sense, which is related to the perception of balance and posture of the different parts of the body, relative to each other [15]. Haptic technology recreates the sense of touch, benefitting from a combination of a somatosensory pattern of skin and proprioception of hand position, by applying forces, vibrations, or motions to the user [16].…”

Section: Haptic For Rovmentioning

confidence: 99%

“…The function of a haptic system is to provide reliable force feedback of the contact force at the slave side to the user manipulating a haptic device [17] while interacting with remote environments and allow a bi-directional flow of information [16]. While vision feedback dominantly used over the haptic feedback, it is very important when visual feedback is lost, unreliable or inadequate [18], although its limitations need to be tackled [19].…”

Section: Haptic For Rovmentioning

confidence: 99%

Development of Handheld Haptics Device for Driving System of Unmanned Underwater Vehicles

Hamid

2018

MATEC Web of Conferences

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This paper presents a research aimed at illustrating hydrodynamic force impact on the orientation of a Remotely Operated Underwater Vehicle (ROV) operating underwater by providing kinaesthetic haptic feedback to its handheld steering device. To get more understanding on how this aim can be achieved, a literature review had been done on the haptic feedback which are available to ROV pilots and how it could be delivered through a handheld device. While some achievement were made in providing different cues to pilots on drag force and its influence on its speed, non-have been made to offer insight on how it had affected ROVs orientation through haptic feedback. This study found that currently available handheld haptic device, while successfully delivering tactile feedback, are not capable of providing kinaesthetic feedback at par with the grounded haptic device. To address this, a series of thrusters has been introduced as a new actuation technique in providing kinaesthetic feedback on a handheld device in all three axes. This would allow total illustration of ROV orientation through haptic feedback. This paper has summarized and discussed our findings in our literature review, followed by some details of the proposed method.

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“…The major benefits of virtual reality simulation (VRS) include skill acquisition before patient exposure, which allow dental students to repeatedly practice procedures to develop adequate skill levels. VRS can also provide standardised feedback which will give students independence from direct supervision . Recent advancements in VRS have been embedded in dental education, particularly in the field of pre‐clinical training .…”

Section: Introductionmentioning

confidence: 99%

Simulation training for ceramic crown preparation in the dental setting using a virtual educational system

Liu

Zhou

Yuan

et al. 2019

Eur J Dental Education

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Objectives The aim was to evaluate the effectiveness of a pre‐clinical training of ceramic crown preparation using the Virtual Educational System for Dentistry. Material and Methods Fifty‐seven dental students were recruited to prepare a ceramic crown under the guidance of the Real‐time Dental Training and Evaluation System (RDTES) in order to collect pre‐learning data. They participated in the online virtual learning course independently on the Virtual Learning Network Platform (VLNP). One week later, the students were invited to complete their post‐learning crown preparation with the RDTES. A questionnaire survey explored students' perceived benefits or drawbacks of the virtual educational system. Students were allocated into Group A (n = 15), B (n = 24) and C (n = 18) based on their pre‐learning performance. Differences of assessment results amongst different groups were evaluated by ANOVA and Kruskal‐Wallis tests. The pre‐ and post‐learning assessment results in all groups were compared using paired t tests or Wilcoxon signed rank tests. Results The error scores for four assessment items (instrument selection, preparation section, preparation reduction, preparation surface and profile) and total score of outcome assessment after the virtual learning were significantly different with those before the virtual learning (P < 0.05). There were significant interactions between time and student group in the mean scores of process and outcome assessments (P < 0.001), except for the assessment item “damage of adjacent teeth.” Conclusion The application of a Virtual Educational System for Dentistry with the VLNP and RDTES in pre‐clinical operative training helps students improve their clinical skills.

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Haptics – Touchfeedback Technology Widening the Horizon of Medicine

Cited by 22 publications

References 33 publications

Virtual and Augmented Reality in Medical Education

Virtual and Augmented Reality in Medical Education

Development of Handheld Haptics Device for Driving System of Unmanned Underwater Vehicles

Simulation training for ceramic crown preparation in the dental setting using a virtual educational system

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