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

Boer, Ilse R. de; Lagerweij, M.D.; Wesselink, Paul R.; Vervoorn, J. M.

doi:10.1097/sih.0000000000000370

Cited by 30 publications

(36 citation statements)

References 10 publications

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“…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 …”

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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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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“…Jasinevicius [ 23 ] had showed that students in contemporary non-computer-assisted simulation system groups took five times more time than students in virtual reality computer-assisted simulation system groups in the preparation of cavity and full gold crown. De Boer [ 24 ] also revealed that dental students could improve their operation dexterity skills by using the Simodont dental trainer to repeatedly practice different levels of force feedback training. Evidently, virtual and augmented reality technologies can promote enjoyment in learning and the acquisition of operational skills.…”

Section: Discussionmentioning

confidence: 99%

Virtual versus jaw simulation in Oral implant education: a randomized controlled trial

Zhang

Gao

et al. 2020

BMC Med Educ

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Background: This research aims to investigate the evaluation methods of teaching oral implant clinical courses and estimate the effectiveness of a virtual simulation platform. Methods: Eighty second-and third-year undergraduates in Lanzhou University were recruited and randomized to either three experimental groups or one control group. The subjects undertook theoretical examinations to test their basic level of knowledge after training in similarly unified knowledge courses. Each student group then participated in an eight-hour operating training session. An operation test on pig mandible was conducted, followed by a second theoretical examination. The assessment consists of three distinct parts: a subjective operating score by a clinical senior teacher, an implant accuracy analysis in cone-beam computed tomography (angular, apical, and entrance deviation), and comparison of the two theoretical examinations. Finally, students completed a questionnaire gauging their understanding of the virtual simulation. Results: There was no significant difference between the four groups in first theoretical examination (P > 0.05); the second theoretical scores of the V-J and J-V group (62.90 ± 3.70, 60.05 ± 2.73) were significantly higher than the first time (57.05 ± 3.92, P < 0.05), while no difference between the V (57.10 ± 3.66) and J (56.89 ± 2.67) groups was found. Thus, the combination of V-J was effective in improving students' theoretical scores. The V-J and J-V groups had higher scores on operation (73.98 ± 4.58, 71.85 ± 4.67) and showed better implant precision. Conclusion: Virtual simulation education, especially with a jaw simulation model, could improve students' implantology achievements and training. Currently study found that the V-J group may performed better than the J-V group in oral implant teaching.

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“…Although the Virtual Educational System for Dentistry was beneficial for students to improve their operational skills in the dental practical education, it was a semi‐immersive VRS system using a high‐performance graphics computing system to display the virtual environment and interact with the user through keyboards, mice or other three‐dimensional interaction devices. A haptic‐enhanced VRS system with a fully immersive display system will provide the most direct experience of virtual environments . The interaction between the virtual object and reality could accurately be expressed via the haptic system, which was an essential step in enhancing the sense of presence and immersion in VR applications .…”

Section: Discussionmentioning

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

Cited by 30 publications

References 10 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

Virtual versus jaw simulation in Oral implant education: a randomized controlled trial

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

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