Intelligent dental training simulator with objective skill assessment and feedback

Rhienmora, Phattanapon; Haddawy, Peter; Suebnukarn, Siriwan; Dailey, Matthew N.

doi:10.1016/j.artmed.2011.04.003

Cited by 72 publications

(67 citation statements)

References 12 publications

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“…To address these issues, UNU-IIST has collaborated with the Asian Institute of Technology and Thammasart University to produce a dental training system that provides a simulated yet realistic virtual reality (VR) environment with haptic (touch) feedback [4]. With this system, dental students are able to practice dental procedures without need for expert supervision and at little or no incremental cost.…”

Section: Training Of Physical Skillsmentioning

confidence: 96%

Virtual Environments for Enriching Student Learning

Haddawy¹

2012

2012 Fourth International Conference on Knowledge and Systems Engineering

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Section: Training Of Physical Skillsmentioning

confidence: 96%

Virtual Environments for Enriching Student Learning

Haddawy¹

2012

2012 Fourth International Conference on Knowledge and Systems Engineering

Self Cite

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“…These include guiding the participants for identification of specific software, installation of a software and the operating commands for a given OS environment. d) Faculty and student engagement: Since a MOOC program helps in engaging both students as well as faculty from different healthcare delivery institutions for knowledge sharing, the most critical factor is the pedagogy mechanism used [29,30,31]. With MOOCs having large number of enrollments and each individual having its own learning abilities, it is essential to clearly define the expectations and the structure of the program at the beginning of the course.…”

Section: Fig1 Process Flow For Moocs In Medical Educationmentioning

confidence: 99%

“…Hence, the role of each participating faculty could be defined at the beginning of the program. c) ICT & support systems: The faculty needs to work in association with the IT support team to build the structure and e-content of the program [29]. The IT team understands the deliverables of the program and may also facilitate the provisioning of 'technical assistants' during the program to troubleshoot the problems faced by the participants.…”

Section: Fig1 Process Flow For Moocs In Medical Educationmentioning

confidence: 99%

MOOCs for medical education: An Indian perspective

Gupta

Jain

2014

2014 IEEE International Conference on MOOC, Innovation and Technology in Education (MITE)

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In India, there is a strong need of reform measures to improve the quality of medical education being imparted in various medical colleges and institutions. This is partly aggravated by the shortage of healthcare practitioners. As a solution for improving the quality of medical education, an emerging form of eLearning, namely, Massive Open Online Courseware (MOOC) could be used as a potential tool. With its varied advantages, MOOCs have a wide acceptance amongst the global community. MOOC replaces the traditional brick and mortar classrooms by providing an open online knowledge repository and enables a collaborative learning environment. However, for MOOCs to be accepted as a medium for imparting medical education in India, it is necessary that MOOCs is recognised by all the medical colleges and institutions. MOOCs would not only improve the quality of medical education but also, as a spin off, would result in the improvement of healthcare service delivery, thereby benefitting each and every citizen of India.

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“…Therefore, it is not practical to extend the same models and algorithms used in minimally invasive surgery to generate automated feedback for temporal bone surgery. Rhienmora et al [2011] proposed a "follow me" approach to dental surgery (which is also a type of open surgery) by providing a ghost drill during the simulation to guide the trainee. However, the pace of an expert is often faster than that of a trainee who is not as familiar with the procedure.…”

Section: Related Workmentioning

confidence: 99%

Pattern-based real-time feedback for a temporal bone simulator

Zhou

Bailey

Ioannou

et al. 2013

Proceedings of the 19th ACM Symposium on Virtual Reality Software and Technology

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Delivering automated real-time performance feedback in simulated surgical environments is an important and challenging task. We propose a framework based on patterns to evaluate surgical performance and provide feedback during simulated ear (temporal bone) surgery in a 3D virtual environment. Temporal bone surgery is composed of a number of stages with distinct aims and surgical techniques. To provide context-appropriate feedback we must be able to identify each stage, recognise when feedback is to be provided, and determine the nature of that feedback. To achieve these aims, we train pattern-based models using data recorded by a temporal bone simulator. We create one model to predict the current stage of the procedure and separate stage-specific models to provide humanfriendly feedback within each stage. We use 27 temporal bone simulation runs conducted by 7 expert ear surgeons and 6 trainees to train and evaluate our models. The results of our evaluation show that the proposed system identifies the stage of the procedure correctly and provides constructive feedback to assist surgical trainees in improving their technique.

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Intelligent dental training simulator with objective skill assessment and feedback

Cited by 72 publications

References 12 publications

Virtual Environments for Enriching Student Learning

Virtual Environments for Enriching Student Learning

MOOCs for medical education: An Indian perspective

Pattern-based real-time feedback for a temporal bone simulator

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