The use of cone‐beam computed tomography and virtual reality simulation for pre‐surgical practice in endodontic microsurgery

Suebnukarn, Siriwan; Rhienmora, Phattanapon; Haddawy, Peter

doi:10.1111/j.1365-2591.2012.02018.x

Cited by 25 publications

(24 citation statements)

References 12 publications

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“…In another study, Suebnukarn et al . () also reported similarity in performing access cavity preparations when participants were trained using VR simulation or conventional methods. As the outcomes and the measurements from these studies were heterogeneous, a meta‐analysis was not undertaken.…”

Section: Resultsmentioning

confidence: 86%

“…In this review, the included studies had evaluated learning mostly in undergraduate education with only one study evaluating learning with postgraduate students (Suebnukarn et al . ). None of the studies involved general dentists, specialist endodontists or professionals allied to dentistry.…”

Section: Resultsmentioning

confidence: 97%

“…, Fouad & Burleson , Khayat & Keshtkar , Suebnukarn et al . , , Naseri et al . , 2016, Moazami et al .…”

Section: Resultsmentioning

confidence: 98%

“…Amongst the 13 studies selected, three (Suebnukarn et al . , , Moazami et al . ) were assessed as having a ‘low’ ROB, whereas the rest were considered to have ‘some concerns’ due to inadequacies in the process of allocation concealment and randomization.…”

Section: Resultsmentioning

confidence: 99%

“…In another study, Suebnukarn et al . () reported that pre‐surgical training using a VR simulator led to better performance in endodontic microsurgery and osteotomy. Amongst endodontic postgraduate students (residents), Naseri et al .…”

Section: Discussionmentioning

confidence: 99%

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Effectiveness of technology‐enhanced learning in Endodontic education: a systematic review and meta‐analysis

et al. 2018

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The aim of the present systematic review was to evaluate the effectiveness of technology-enhanced learning (TEL) in the field of Endodontics to improve educational outcomes compared to traditional learning methods. Randomized controlled studies published in English were identified from two electronic databases (PubMed and Scopus) up to May 2018. Two authors independently performed study selection, data extraction and assessed the risk of bias (ROB). Any teaching method using TEL was considered as the intervention, and this was compared to traditional methods. The outcome measuring the effectiveness of learning activities was evaluated by Kirkpatrick's four-level training evaluation model. The four levels of training outcomes are as follows: Reaction, Learning, Behaviour and Results. A meta-analysis was performed to estimate the standardized mean difference (SMD) by the random effects model. In total, 13 studies were included in the systematic review. Only three studies were assessed as 'low' ROB. A meta-analysis could not be performed in the domains of Reaction and Behaviour. No significant difference was observed in knowledge gain (Learning domain) between TEL and traditional methods (SMD, 0.14 (95% CI -0.10 to 0.39) I = 62.7%). Similarly, no difference was observed in performance (Behaviour domain). A variable response was found in attitude (Reaction domain). From the available evidence, it can be concluded that TEL is equally as effective as traditional learning methods.

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Section: Resultsmentioning

confidence: 86%

Section: Resultsmentioning

confidence: 97%

“…, Fouad & Burleson , Khayat & Keshtkar , Suebnukarn et al . , , Naseri et al . , 2016, Moazami et al .…”

Section: Resultsmentioning

confidence: 98%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Effectiveness of technology‐enhanced learning in Endodontic education: a systematic review and meta‐analysis

et al. 2018

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Construct Validity and Expert Benchmarking of the Haptic Virtual Reality Dental Simulator

Suebnukarn

Chaisombat

Kongpunwijit

et al. 2014

Journal of Dental Education

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The aim of this study was to demonstrate construct validation of the haptic virtual reality (VR) dental simulator and to deine expert benchmarking criteria for skills assessment. Thirty-four self-selected participants (fourteen novices, fourteen intermediates, and six experts in endodontics) at one dental school performed ten repetitions of three mode tasks of endodontic cavity preparation: easy (mandibular premolar with one canal), medium (maxillary premolar with two canals), and hard (mandibular molar with three canals). The virtual instrument's path length was registered by the simulator. The outcomes were assessed by an expert. The error scores in easy and medium modes accurately distinguished the experts from novices and intermediates at the onset of training, when there was a signiicant difference between groups (ANOVA, p<0.05). The trend was consistent until trial 5. From trial 6 on, the three groups achieved similar scores. No signiicant difference was found between groups at the end of training. Error score analysis was not able to distinguish any group at the hard level of training. Instrument path length showed a difference in performance according to groups at the onset of training (ANOVA, p<0.05). This study established construct validity for the haptic VR dental simulator by demonstrating its discriminant capabilities between that of experts and non-experts. The experts' error scores and path length were used to deine benchmarking criteria for optimal performance.

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A bibliometric comparison of undergraduate and postgraduate endodontic education publications: The topics, trends, and challenges

Zhang,

Liu,

Yang

et al. 2023

Journal of Dental Education

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ObjectivesThis study employs bibliometric analysis to compare knowledge units and main topics in undergraduate and postgraduate endodontic education, aiming to identify similarities, differences, and connections. The insights gained are expected to inform the future of two‐stage education to enhance continuity, highlighting evolving trends, challenges, and development directions.MethodsCitation data were retrieved from the Web of Science Core Collections (WOSCC) database and non‐WOSCC databases with two separate search formulas. VOSviewer and CiteSpace were used to analyze the distribution of research by publication years, citation‐sources, co‐authorship network of authors and countries, and clusters of keywords.ResultsThe focus on undergraduate education preceded postgraduate education by nearly a decade. The United Kingdom has emerged as the most prominent contributor to endodontic literature at both levels, with the International Endodontic Journal representing the most voluminous and cited resource in this domain. Dummer is recognized as the most prolific author in undergraduate endodontic education, while Gulabivala spearheads the most extensive cluster of postgraduate education. Keywords clustering analysis reveals that undergraduate education places greater emphasis on fundamental knowledge, while postgraduate education concentrates more on clinical practice. Descriptive analyses from non‐WOSCC databases align with the topics and findings from WOSCC‐based bibliometric analysis.ConclusionThis bibliometric analysis revealed the emphasis on fundamental knowledge and teaching techniques at the undergraduate level versus advanced clinical knowledge and techniques at the postgraduate level, which originated from different learning aims and contexts. Updating the curriculum to meet the latest practices and innovations is crucial for aligning learning objectives with current and future needs, and the connection between the two levels remains a central challenge in endodontic education.

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The use of cone‐beam computed tomography and virtual reality simulation for pre‐surgical practice in endodontic microsurgery

Abstract: Pre-surgical practice in a virtual environment using the 3D computerized model generated from the original CBCT image data improved endodontic microsurgery performance.

Cited by 25 publications

References 12 publications

Effectiveness of technology‐enhanced learning in Endodontic education: a systematic review and meta‐analysis

Effectiveness of technology‐enhanced learning in Endodontic education: a systematic review and meta‐analysis

Construct Validity and Expert Benchmarking of the Haptic Virtual Reality Dental Simulator

A bibliometric comparison of undergraduate and postgraduate endodontic education publications: The topics, trends, and challenges

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