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

Zhang, Baoping; Li, Sihong; Gao, Shuting; Hou, Mingfang; Chen, Hong; He, Lulu; Li, Yiting; Guo, Yumeng; Wang, Errui; Cao, Rui; Cheng, Jingyang; Li, Ruiping; Zhang, Kailiang

doi:10.1186/s12909-020-02152-y

Cited by 22 publications

(29 citation statements)

References 34 publications

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“…Characteristics of the selected studies are shown in Table 5 . Implant placement manual skills were assessed in four studies, 68 69 70 71 and theoretical knowledge in two studies. 70 72 Results of all the selected studies showed significant improvement of implant education outcomes in both clinical skills and theoretical knowledge.…”

Section: Resultsmentioning

confidence: 99%

Effectiveness of Virtual Reality and Interactive Simulators on Dental Education Outcomes: Systematic Review

et al. 2021

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In recent years, virtual reality and interactive digital simulations have been used in dental education to train dental students before interacting with real patients. Scientific evidence presented the application of virtual technology in dental education and some recent publications suggested that virtual and haptic technologies may have positive effects on dental education outcomes. The aim of this systematic review was to determine whether virtual technologies have positive effects on dental education outcomes and to explore the attitudes of dental students and educators toward these technologies. A thorough search was conducted in PubMed, Scopus, MEDLINE (via EBSCO), The Cochrane Library (via Wiley), Web of Science Core Collection (via Thomson Reuters), and Dentistry and Oral Science source (via EBSCO) using the keywords (student, dental) AND (education, dental) AND (virtual reality) OR (augmented reality) OR (haptics) OR (simulation) AND (dentistry) OR (dental medicine). The quality of the reported information was assessed following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement for systematic reviews. A total of 73 publications were considered for this review. Fifty-two of the selected studies showed significant improvement in educational outcomes and virtual technologies were positively perceived by all the participants. Within the limitations of this review, virtual technology appears to improve education outcomes in dental students. Further studies with larger samples and longer term clinical trials are needed to substantiate this potential positive impact of various virtual technologies on dental education outcomes.

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Section: Resultsmentioning

confidence: 99%

Effectiveness of Virtual Reality and Interactive Simulators on Dental Education Outcomes: Systematic Review

et al. 2021

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“…The primary objective of the current study was to compare the effect of virtual simulation and jaw model on development of preclinical periodontal skills in undergraduate students. In addition, the study sought to explore effectiveness of virtual simulation in periodontal preclinical teaching unit, to identify effective approaches and circumvent the shortcomings of traditional teaching methods thus allowing students to easily practice new skills [ 26 ].…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of virtual simulation and jaw model for undergraduate periodontal teaching

et al. 2021

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Background The current study explored the effect of virtual simulation and jaw model on development of preclinical periodontal skills in undergraduate students. The study also sought to explore effectiveness of VR in periodontal preclinical training and determine adequate performance mode in basic periodontal education to improve future preclinical training strategies. Methods Sixty volunteer sophomores and juniors from the stomatology department in Lanzhou university were enrolled to the current study. Participants were randomly assigned into four groups (each group, n = 15) including the traditional jaw model group (Group J) which was the control group, virtual reality group (Group V), virtual-jaw group (Group V-J), and jaw-virtual group (Group J-V). Participants received training on uniform basic periodontal knowledge before completing the first theoretical assessment. Participants further underwent a total 8 h of operation training and completed a second theoretical assessment. Performance of participants was evaluated using the supragingival scaling processes, and clinical operation scores were graded by a blinded professional using an established standard scoring system. Results The findings showed no significant difference in the first theoretical outcomes between the four groups (P > 0.05). The scores of the second theoretical assessment were significantly improved for the V-J and J-V groups (60.00 ± 4.47, 58.33 ± 4.35) compared with the scores of the first theoretical exam (49.67 ± 4.81, 48.00 ± 4.93, P < 0.05). The operation process scores of students in Group V-J and J-V (72.00 ± 5.92; 70.00 ± 3.05) were significantly higher compared with the scores in the other two groups (V: 61.67 ± 7.85; J: 60.67 ± 2.58). The scaling process performance of students in Group V-J and J-V (53.00 ± 3.05; 63.40 ± 4.39) was improved compared with that of students in the other two groups (V: 41.90 ± 5.23; J: 47.40 ± 4.31). Conclusion The findings show that combination of virtual reality and jaw model during periodontal preclinical training increases students’ grades and improves acquiring of professional skills. Findings from the current study indicate that the jaw model should be applied prior to virtual reality to ensure high efficacy.

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“…The primary objective of this research was to explore themes related to periodontal operation in a medical clinical teaching unit, based on comparation the traditional jaw simulation and virtual simulation, seeking for higher e cient manner and avert shortcomings in traditional teaching methods allows the students quickly practice new skills lasting the same amount of time [23]. Our experimental results showed that no matter promote theoretical knowledge or acquisition of periodontal supragingival scaling of clinical skills, the combination of virtual simulation and jaw model both were superior to traditional teaching methods.…”

Section: Discussionmentioning

confidence: 99%

Comparative study on the effectiveness of virtual simulation and jaw model for undergraduate periodontal teaching

Zhang¹,

Xing²,

Zheng³

et al. 2021

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Background To compare the effect of virtual simulation and jaw model on the development of pre-clinical periodontal skills in undergraduate students and to improve future pre-clinical training strategies. Methods Sixty volunteer sophomores and juniors from the stomatology at Lanzhou University were enrolled in the current study and randomly divided into four groups: Jaw model (Group J, the control group), Virtual reality (Group V), Virtual-Jaw (Group V-J), and Jaw-Virtual (Group J-V). All of the participants received training on uniform basic periodontal knowledge before completing the first theoretical assessment. Then, they obtained total 8 hours of operation training and completed a second theoretical assessment. Their performance was evaluated using the supragingival scaling processes, and clinical operation scores were graded by a blinded professional using an established standard scoring system. Results There was no significant difference in the first theoretical outcomes between the four groups (P > 0.05). The second theoretical scores of the V-J and J-V group (60.00 ± 4.47, 58.33 ± 4.35) were significantly improved as compared with the first theoretical scores (49.67 ± 4.81, 48.00 ± 4.93, P < 0.05). The operation process scores of students in Group V-J and J-V (72.00 ± 5.92; 70.00 ± 3.05) were higher than those in the other two groups (V: 61.67 ± 7.85; J: 60.67 ± 2.58). Additionally, the scaling process performance of students in Group V-J and J-V (53.00 ± 3.05; 63.40 ± 4.39) was improved as compared with that of students in the other two groups (V: 41.90 ± 5.23; J: 47.40 ± 4.31). Conclusion The combination of virtual reality and jaw model during periodontal pre-clinical training may improve students’ grades and help them develop professional skill. More importantly, we suggest that the jaw model should be applied prior to virtual reality.

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

Cited by 22 publications

References 34 publications

Effectiveness of Virtual Reality and Interactive Simulators on Dental Education Outcomes: Systematic Review

Effectiveness of Virtual Reality and Interactive Simulators on Dental Education Outcomes: Systematic Review

Effectiveness of virtual simulation and jaw model for undergraduate periodontal teaching

Comparative study on the effectiveness of virtual simulation and jaw model for undergraduate periodontal teaching

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