The Effect of Force Feedback in a Virtual Learning Environment on the Performance and Satisfaction of Dental Students

The aim of this study was to evaluate the contribution of virtual reality to the conventional analogic training environ-year dental students at a dental school in France in early 2019 were randomly assigned to one of two groups: group 1 (n=45) was assigned to cavity preparations on a haptic simulator (Virteasy) and group 2 (n=43) was assigned to conventional practical work virtual reality allowed an assessment based on objective criteria and reduced the subjectivity of evaluations conducted on plastic learning methods of haptic simulators are educational options that should be considered by dental educators.

Section: Discussionmentioning

confidence: 99%

Contribution of Haptic Simulation to Analogic Training Environment in Restorative Dentistry

Vincent¹,

Joseph

Amory³

et al. 2020

Section: Research Themes Of the Reviewed Studiesmentioning

confidence: 99%

“…The effect of feedback on skill acquisition and performance was investigated in some studies, particularly force feedback from the haptic simulator, 43,44 kinematic feedback, 32,45 and the combination of pedagogical and kinematic feedback. 46 Force feedback is the hallmark of haptic simulation involving the ability to feel (through tactile sensation) the hardness gradient of dental tissues (e.g., hard enamel, soft caries).…”

Section: Feedbackmentioning

confidence: 99%

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

Al‐Saud

2020

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.

“…Stereoscopic (3D) vision of high‐resolution dental models are provided as well as realistic sounds . The simulator consists of a robotic arm with a dental air rotor as active component, which provides haptic force feedback to the user with a feeling closely resembling all dental tissues, including the pulp chamber, as well as the different cutting behaviors of the various burs . Notably, this VR‐haptic dental trainer enables interaction with intraoral digital impression devices …”

Section: Introductionmentioning

confidence: 99%

First experiences with patient‐centered training in virtual reality

Serrano

Wesselink

Vervoorn

2020

Self Cite

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.