Xinyi Zhong, Yihan Xing, Juan Yan, Jieyin Chen, Zhuofan Chen, Quan Liu
Introduction
Nowadays, the training of implant placement has shifted from once entirely instructor–student teaching to the increasing use of computer-assisted simulation. Based on computerized virtual planning, dynamic navigation has been used for implant placement with higher accuracy than the traditional freehand protocol. However, whether dynamic navigation benefits to the training of dental students in implant placement remains controversial. This study aimed to compare the surgical performance of dental students in implant placement using computer-assisted dynamic navigation and freehand approaches.
Materials and Methods
A total of 20 dental students (6 males, 14 females, age: 25.6 ± 0.5 years) were enrolled in this study. With the traditional freehand approach (training 1) as the control protocol, computer-assisted dynamic navigation (training 2) was used in the training of dental students in implant placement. For each training, both the operating time (OT) of students and placement accuracy represented by the linear (at the implant platform, Dpl, and apex, Dap) and angular (Dan) deviations between the virtually planned and placed implants were recorded. Statistical comparisons were made between the two training protocols as well as male and female surgeons.
Results
OT2 was around twice of OT1 (p < .0001), whereas Dan1 was almost three times of Dan2 (p < .0001). Dap1 and Dpl1 were significantly higher than Dap2 (p = .014) and Dpl2 (p = .033) respectively. Besides, male students showed statistically higher Dpl1 (p = .033) and Dan1 (p = .002) than females. No significant difference was found between male and female students in OT1, OT2, Dpl2, Dap1, Dap2 and Dan2.
Conclusions
Within the limitations of this study, the use of computer-assisted dynamic navigation in the preclinical training could improve the surgical performance of the dental students in implant placement. The combination of dynamic navigation with the traditional preclinical surgical training may benefit to dental students and could be applied in dental education.
{"title":"Surgical performance of dental students using computer-assisted dynamic navigation and freehand approaches","authors":"Xinyi Zhong, Yihan Xing, Juan Yan, Jieyin Chen, Zhuofan Chen, Quan Liu","doi":"10.1111/eje.12975","DOIUrl":"10.1111/eje.12975","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Nowadays, the training of implant placement has shifted from once entirely instructor–student teaching to the increasing use of computer-assisted simulation. Based on computerized virtual planning, dynamic navigation has been used for implant placement with higher accuracy than the traditional freehand protocol. However, whether dynamic navigation benefits to the training of dental students in implant placement remains controversial. This study aimed to compare the surgical performance of dental students in implant placement using computer-assisted dynamic navigation and freehand approaches.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>A total of 20 dental students (6 males, 14 females, age: 25.6 ± 0.5 years) were enrolled in this study. With the traditional freehand approach (training 1) as the control protocol, computer-assisted dynamic navigation (training 2) was used in the training of dental students in implant placement. For each training, both the operating time (OT) of students and placement accuracy represented by the linear (at the implant platform, D<sub>pl</sub>, and apex, D<sub>ap</sub>) and angular (D<sub>an</sub>) deviations between the virtually planned and placed implants were recorded. Statistical comparisons were made between the two training protocols as well as male and female surgeons.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>OT<sub>2</sub> was around twice of OT<sub>1</sub> (<i>p</i> < .0001), whereas D<sub>an1</sub> was almost three times of D<sub>an2</sub> (<i>p</i> < .0001). D<sub>ap1</sub> and D<sub>pl1</sub> were significantly higher than D<sub>ap2</sub> (<i>p</i> = .014) and D<sub>pl2</sub> (<i>p</i> = .033) respectively. Besides, male students showed statistically higher D<sub>pl1</sub> (<i>p</i> = .033) and D<sub>an1</sub> (<i>p</i> = .002) than females. No significant difference was found between male and female students in OT<sub>1</sub>, OT<sub>2</sub>, D<sub>pl2</sub>, D<sub>ap1</sub>, D<sub>ap2</sub> and D<sub>an2</sub>.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Within the limitations of this study, the use of computer-assisted dynamic navigation in the preclinical training could improve the surgical performance of the dental students in implant placement. The combination of dynamic navigation with the traditional preclinical surgical training may benefit to dental students and could be applied in dental education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 2","pages":"504-510"},"PeriodicalIF":2.4,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71523262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To evaluate the manual dexterity of dentistry students and academicians when using a mirror according to increasing professional experience.
Materials and Methods
The study included 72 subjects, grouped according to professional experience 5th year dentistry students (DS) accepted as no experience—academicians with 1–4 years experience (A5L)—academicians with ≥5 years experience (A5M). Direct and indirect visualisation using the mirror was evaluated with the completion times of the O'Connor Finger Dexterity Test.
Results
The hand grip strength values of both left and right hand were found to be statistically significantly higher in all the males than in the females (p < .05). The indirect test times (ITT) using the mirror were significantly longer for males than for females (p = .001), and no significant difference was determined between the genders in the direct test times (DTT) (p > .05). For all the study participants, DTT shortened as professional experience increased (p < .05). In addition, the mean values of both DTT (p = .031) and ITT (p = .028) in the DS group were statistically significantly longer than the A5M group.
Conclusion
With increasing professional experience, manual dexterity was determined to increase, and females were found to be more successful in the direct manual dexterity tests independently of the groups. The statistical significance between the DS and A5M groups, especially in the hand dexterity test with a mirror, shows the importance of experience. The study results demonstrated that professional manual dexterity in dentistry can be developed with increasing practical application.
{"title":"Evaluation of manual dexterity when using a mirror of dental students and academicians with increasing professional experience","authors":"Yasin Aykut Yıldırım, Zehra Süsgün Yıldırım, Nevin Ergun","doi":"10.1111/eje.12965","DOIUrl":"10.1111/eje.12965","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>To evaluate the manual dexterity of dentistry students and academicians when using a mirror according to increasing professional experience.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>The study included 72 subjects, grouped according to professional experience 5th year dentistry students (DS) accepted as no experience—academicians with 1–4 years experience (A5L)—academicians with ≥5 years experience (A5M). Direct and indirect visualisation using the mirror was evaluated with the completion times of the O'Connor Finger Dexterity Test.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The hand grip strength values of both left and right hand were found to be statistically significantly higher in all the males than in the females (<i>p</i> < .05). The indirect test times (ITT) using the mirror were significantly longer for males than for females (<i>p</i> = .001), and no significant difference was determined between the genders in the direct test times (DTT) (<i>p</i> > .05). For all the study participants, DTT shortened as professional experience increased (<i>p</i> < .05). In addition, the mean values of both DTT (<i>p</i> = .031) and ITT (<i>p</i> = .028) in the DS group were statistically significantly longer than the A5M group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>With increasing professional experience, manual dexterity was determined to increase, and females were found to be more successful in the direct manual dexterity tests independently of the groups. The statistical significance between the DS and A5M groups, especially in the hand dexterity test with a mirror, shows the importance of experience. The study results demonstrated that professional manual dexterity in dentistry can be developed with increasing practical application.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 2","pages":"430-437"},"PeriodicalIF":2.4,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71488398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Panpan Wang, Shiwen Wu, Li Gao, Yang Ning, Chi Zhang, Suxun Pan, Chuanjiang Zhao
Introduction
The rise of virtual simulation technology and dental simulators has created a new pedagogical approach for undergraduate medical education. The purpose of this study is to evaluate the effect of virtual simulation (VS) technology on improving the students' comprehensive abilities in periodontal probing teaching in pre-practicum periodontology, such as increasing the accuracy of probing, tactile perception and performance on force control.
Materials and Methods
Twenty students were randomly selected among the fourth-year students and equally divided into VS technology teaching group (VS group) and traditional teaching group (TT group) by drawing half lots. One day later, students were required to probe the periodontal pathology model. The consistency rate between PD measurements and PD reference values, time consumption and final exam scores were recorded and statistically analysed using an unpaired Student's t test and p < .05 was considered statistical significance. Finally, questionnaires relating to teaching methods evaluation and the fidelity of the digital VS training system were distributed to students and teachers.
Results
VS group had a significantly higher consistency rate (72.976 ± 6.811%) than TT group (64.107 ± 4.988%, p = .004). To specify, the difference of consistency rates between the two groups in posterior teeth was larger than anterior teeth. Similarly, a larger difference was also found in proximal surfaces compared with buccal-lingual surfaces. As the pocket depth increased, the difference between the two groups increased too. These results indicated that VS is more efficient in complicated parts of periodontal probing teaching. In addition, students in VS group spent less time and gained a higher score than TT group (p < .05). The overall satisfaction rating in VS group was significantly higher than TT group. Lastly, teachers gave significant lower scores than students concerning the fidelity of VS system.
Conclusion
Although there are much to improve, VS technology has obvious advantages in periodontal probing teaching in pre-practicum periodontology.
{"title":"The effect of virtual simulation technology applied to undergraduate teaching of periodontal probing","authors":"Panpan Wang, Shiwen Wu, Li Gao, Yang Ning, Chi Zhang, Suxun Pan, Chuanjiang Zhao","doi":"10.1111/eje.12970","DOIUrl":"10.1111/eje.12970","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The rise of virtual simulation technology and dental simulators has created a new pedagogical approach for undergraduate medical education. The purpose of this study is to evaluate the effect of virtual simulation (VS) technology on improving the students' comprehensive abilities in periodontal probing teaching in pre-practicum periodontology, such as increasing the accuracy of probing, tactile perception and performance on force control.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Twenty students were randomly selected among the fourth-year students and equally divided into VS technology teaching group (VS group) and traditional teaching group (TT group) by drawing half lots. One day later, students were required to probe the periodontal pathology model. The consistency rate between PD measurements and PD reference values, time consumption and final exam scores were recorded and statistically analysed using an unpaired Student's <i>t</i> test and <i>p</i> < .05 was considered statistical significance. Finally, questionnaires relating to teaching methods evaluation and the fidelity of the digital VS training system were distributed to students and teachers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>VS group had a significantly higher consistency rate (72.976 ± 6.811%) than TT group (64.107 ± 4.988%, <i>p</i> = .004). To specify, the difference of consistency rates between the two groups in posterior teeth was larger than anterior teeth. Similarly, a larger difference was also found in proximal surfaces compared with buccal-lingual surfaces. As the pocket depth increased, the difference between the two groups increased too. These results indicated that VS is more efficient in complicated parts of periodontal probing teaching. In addition, students in VS group spent less time and gained a higher score than TT group (<i>p</i> < .05). The overall satisfaction rating in VS group was significantly higher than TT group. Lastly, teachers gave significant lower scores than students concerning the fidelity of VS system.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Although there are much to improve, VS technology has obvious advantages in periodontal probing teaching in pre-practicum periodontology.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 2","pages":"461-470"},"PeriodicalIF":2.4,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71488400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Admissions interviews are an integral part of the dental school application process. In light of the COVID-19 pandemic, interviews had to adapt and become a part of the virtual realm. The purpose of the study was to evaluate the perspectives of interviewees and interviewers in this process.
Methods
Admission data for all prospective students were compiled for the classes of 2016 through 2025 to compare in-person to virtual interview scores. Additionally, surveys were sent to members of the admissions committee as well as interviewees asking questions regarding the virtual interview experience. A Likert scale was used for the majority of questions and free responses were also an option.
Results
The comparison data showed that the virtual candidates may have had higher overall undergraduate and application scores, in addition to better interview scores compared to in-person candidates. Interviewees and interviewers both agreed in their top three rankings of what was enjoyable about the virtual interviews, specifically the lower cost for applicants, the convenience, and the safety during the pandemic. There was also agreement with their top three aspects that were least desirable in the interview process, specifically the absence of visual cues/lack of body language, lack of personal contact, and connectivity issues. Around 74% of committee members would recommend virtual interviews in the future whereas only 49% of interviewees would recommend virtual interviews in the future.
Conclusion
The pandemic brought about many changes, including the way admissions interviews were conducted. While this was a change made of necessity, it was valuable to explore the appropriateness of implementing virtual interviews in the future as a part of dental school admissions processes.
{"title":"Perspectives on virtual interviews for dental school admissions","authors":"Edward Hilton IV, Crystal Song, Sang E. Park","doi":"10.1111/eje.12966","DOIUrl":"10.1111/eje.12966","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Admissions interviews are an integral part of the dental school application process. In light of the COVID-19 pandemic, interviews had to adapt and become a part of the virtual realm. The purpose of the study was to evaluate the perspectives of interviewees and interviewers in this process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Admission data for all prospective students were compiled for the classes of 2016 through 2025 to compare in-person to virtual interview scores. Additionally, surveys were sent to members of the admissions committee as well as interviewees asking questions regarding the virtual interview experience. A Likert scale was used for the majority of questions and free responses were also an option.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The comparison data showed that the virtual candidates may have had higher overall undergraduate and application scores, in addition to better interview scores compared to in-person candidates. Interviewees and interviewers both agreed in their top three rankings of what was enjoyable about the virtual interviews, specifically the lower cost for applicants, the convenience, and the safety during the pandemic. There was also agreement with their top three aspects that were least desirable in the interview process, specifically the absence of visual cues/lack of body language, lack of personal contact, and connectivity issues. Around 74% of committee members would recommend virtual interviews in the future whereas only 49% of interviewees would recommend virtual interviews in the future.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The pandemic brought about many changes, including the way admissions interviews were conducted. While this was a change made of necessity, it was valuable to explore the appropriateness of implementing virtual interviews in the future as a part of dental school admissions processes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 2","pages":"438-446"},"PeriodicalIF":2.4,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71488399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cavity preparation and direct and indirect pulp capping are difficult processes to learn in dentistry. Although plastic teeth are used in universities in Turkey, the standard model does not teach students how to distinguish between dental hard tissues from caries and how this relates to the pulp. The aim of this study was to investigate the differences in learning when a three-dimensional (3D)-printed tooth was employed in comparison with the standard model and extracted teeth. The differences are evaluated in the design, feasibility, and contribution of the 3D-printed dental tooth in pre-clinical education.
Materials and Methods
The multi-layer 3D-printed tooth's authentic design and replication of the dental hard tissues and carious lesions are explored with 55 students for pre-clinical education, which includes caries excavation and direct and indirect pulp capping. The students completed questionnaires evaluating the 3D-printed teeth through comparison with the plastic and extracted teeth, rated with scores from 1 to 11 (1: poorest conformity; 11: excellent conformity).
Results
The questionnaire results indicated that students approved the printed tooth model for the practice of theoretical knowledge and the model received ratings between good and excellent. The results were statistically analysed using the Wilcoxon signed-rank test, and the printed teeth had the highest approval from the students (p < .001).
Conclusion
The results of this study demonstrated that the use of the designed 3D-printed tooth is preferred by the students based on their perception of learning cavity preparation and pulp capping in a pre-clinical environment. Workflow and production were cost-effective with the use of 3D printing technology. The printed tooth allowed students to gain realistic experience before treating patients.
{"title":"Comparisons of student comprehension of 3D-printed, standard model, and extracted teeth in hands-on sessions","authors":"Ezgi Sonkaya, Z. Gonca Bek Kürklü","doi":"10.1111/eje.12969","DOIUrl":"10.1111/eje.12969","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Cavity preparation and direct and indirect pulp capping are difficult processes to learn in dentistry. Although plastic teeth are used in universities in Turkey, the standard model does not teach students how to distinguish between dental hard tissues from caries and how this relates to the pulp. The aim of this study was to investigate the differences in learning when a three-dimensional (3D)-printed tooth was employed in comparison with the standard model and extracted teeth. The differences are evaluated in the design, feasibility, and contribution of the 3D-printed dental tooth in pre-clinical education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>The multi-layer 3D-printed tooth's authentic design and replication of the dental hard tissues and carious lesions are explored with 55 students for pre-clinical education, which includes caries excavation and direct and indirect pulp capping. The students completed questionnaires evaluating the 3D-printed teeth through comparison with the plastic and extracted teeth, rated with scores from 1 to 11 (1: poorest conformity; 11: excellent conformity).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The questionnaire results indicated that students approved the printed tooth model for the practice of theoretical knowledge and the model received ratings between good and excellent. The results were statistically analysed using the Wilcoxon signed-rank test, and the printed teeth had the highest approval from the students (<i>p</i> < .001).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The results of this study demonstrated that the use of the designed 3D-printed tooth is preferred by the students based on their perception of learning cavity preparation and pulp capping in a pre-clinical environment. Workflow and production were cost-effective with the use of 3D printing technology. The printed tooth allowed students to gain realistic experience before treating patients.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 2","pages":"452-460"},"PeriodicalIF":2.4,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71488397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Antoine Galibourg, Jean-Noel Vergnes, Robin Rattier, Mathilde Hourset, Margaux Broutin, Xavier Dusseau, Coralie Bataille, Catherine Nabet, Rémi Esclassan
Introduction
In fixed prosthodontics, simulators are essential to students for a progressive transition from preclinical to clinical condition. With the 3D printing technology, we developed resin bars allowing students to better visualise by motor chunking technique. Main objectives of this work were to describe this teaching methodology used in preclinic among different promotions of second, third and fourth dental years and to evaluate students' feedback.
Materials and Methods
Two hundred seventy resin strips were digitally designed and printed in resin. All participants from second, third and fourth had to fulfil a User Experience Questionnaire (UEQ) after the preclinical work. The scales of this questionnaire covered the complete impression of the user experience. Both classical aspects of usability (efficiency, insight and reliability) and aspects of user experience (originality, stimulation) were measured.
Results
For the second dental years, ‘Attractiveness’, ‘Stimulation’ and ‘Novelty’ were considered ‘Excellent’. For the third dental year, novelty average was considered as ‘Excellent’. For the fourth dental year, ‘novelty’ was considered as ‘Good’.
Discussion
The resin plates used in this study are original and stimulating for the students, especially for the second-year dental students who found the exercises useful for their learning. This method can also be used by creating scenarios close to the clinical situations encountered in dentistry departments (more dilapidated teeth, preparation of inlays, post and core, etc.). This 3D printed simulation model is not intended to replace the Frasaco® models but is a complement to the learning process.
{"title":"Preclinical motor chunking and fine motor skill learning in fixed prosthodontics: Contribution of 3D printing and satisfaction of dental students","authors":"Antoine Galibourg, Jean-Noel Vergnes, Robin Rattier, Mathilde Hourset, Margaux Broutin, Xavier Dusseau, Coralie Bataille, Catherine Nabet, Rémi Esclassan","doi":"10.1111/eje.12961","DOIUrl":"10.1111/eje.12961","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>In fixed prosthodontics, simulators are essential to students for a progressive transition from preclinical to clinical condition. With the 3D printing technology, we developed resin bars allowing students to better visualise by motor chunking technique. Main objectives of this work were to describe this teaching methodology used in preclinic among different promotions of second, third and fourth dental years and to evaluate students' feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Two hundred seventy resin strips were digitally designed and printed in resin. All participants from second, third and fourth had to fulfil a User Experience Questionnaire (UEQ) after the preclinical work. The scales of this questionnaire covered the complete impression of the user experience. Both classical aspects of usability (efficiency, insight and reliability) and aspects of user experience (originality, stimulation) were measured.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>For the second dental years, ‘Attractiveness’, ‘Stimulation’ and ‘Novelty’ were considered ‘Excellent’. For the third dental year, novelty average was considered as ‘Excellent’. For the fourth dental year, ‘novelty’ was considered as ‘Good’.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>The resin plates used in this study are original and stimulating for the students, especially for the second-year dental students who found the exercises useful for their learning. This method can also be used by creating scenarios close to the clinical situations encountered in dentistry departments (more dilapidated teeth, preparation of inlays, post and core, etc.). This 3D printed simulation model is not intended to replace the Frasaco® models but is a complement to the learning process.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 2","pages":"398-407"},"PeriodicalIF":2.4,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71428681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Undergraduate dental students frequently have reduced clinical experience which presents a challenge for their dental education. Previously, we developed a virtual reality (VR) simulating the whole clinical treatment process of a patient with angle Class II division 1 malocclusion, and the VR also helped to explain some important orthodontic concepts. As a novel teaching tool, this study aims to compare the effects of VR versus traditional case analysis by Power Point (PPT) in inspiring student learning motivation and evaluating learning experience.
Materials and methods: A randomized, cross-over, stratified sampling method was taken to divide the fourth-year undergraduate dental students equally into two groups. The two groups were crossed over to use VR and PPT.
Results: For the whole study, results indicated that students in the VR group showed higher learning motivation (including attention, relevance, confidence and satisfaction) than in the PPT group, but the differences between VR and PPT groups were not very big, and the median of the differences located at 0. For learning experience, students thought VR to be more useful, more enjoyable and more engaging, but the median of differences also located at 0. Notably, the majority of students had higher recommendations for VR than PPT, and the median difference located at 1. However, when the two phases were analysed separately, some items showed no significant differences between VR and PPT learning.
Conclusion: VR is a very useful adjunct to education compared to traditional case analysis by PPT, but we cannot exaggerate its benefits. Educators should make good use of VR to solve the difficult problems in education.
{"title":"Virtual reality used in undergraduate orthodontic education.","authors":"Dongru Chen, Xiangqi Liu, Yuanbo Liu, Xi Wang, Jinxuan Zheng, Liping Wu","doi":"10.1111/eje.12968","DOIUrl":"https://doi.org/10.1111/eje.12968","url":null,"abstract":"<p><strong>Introduction: </strong>Undergraduate dental students frequently have reduced clinical experience which presents a challenge for their dental education. Previously, we developed a virtual reality (VR) simulating the whole clinical treatment process of a patient with angle Class II division 1 malocclusion, and the VR also helped to explain some important orthodontic concepts. As a novel teaching tool, this study aims to compare the effects of VR versus traditional case analysis by Power Point (PPT) in inspiring student learning motivation and evaluating learning experience.</p><p><strong>Materials and methods: </strong>A randomized, cross-over, stratified sampling method was taken to divide the fourth-year undergraduate dental students equally into two groups. The two groups were crossed over to use VR and PPT.</p><p><strong>Results: </strong>For the whole study, results indicated that students in the VR group showed higher learning motivation (including attention, relevance, confidence and satisfaction) than in the PPT group, but the differences between VR and PPT groups were not very big, and the median of the differences located at 0. For learning experience, students thought VR to be more useful, more enjoyable and more engaging, but the median of differences also located at 0. Notably, the majority of students had higher recommendations for VR than PPT, and the median difference located at 1. However, when the two phases were analysed separately, some items showed no significant differences between VR and PPT learning.</p><p><strong>Conclusion: </strong>VR is a very useful adjunct to education compared to traditional case analysis by PPT, but we cannot exaggerate its benefits. Educators should make good use of VR to solve the difficult problems in education.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71428682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Thomas de Lange, Anne Møystad, Gerald Torgersen, Jan Ahlqvist, Eva Levring Jäghagen
Introduction
The aim of this study was to investigate how students perceive the benefit of participating in a teacher-organised session providing feedback on exams, termed post-exam feedback, in two dental hygienist programmes.
Methods
The study was based on interviews with 22 participants, including 18 students and 4 faculty teachers. The data were approached on the basis of thematic analysis, allowing us to generate insights on how the participants reflected on their participation in the post-exam feedback sessions and how they perceived this arrangement as learners.
Results
The findings from the study suggest that motivated students consider post-exam feedback to be beneficial in clearing up uncertainties and deepening their understanding of issues not fully understood during the exam, as well as supporting their further learning. Less motivated students mainly consider post-exam feedback to be relevant for students who do not pass the exams.
Conclusions
Organised in a student-centred way and with attentiveness to student learning preferences, the results suggest that post-exam feedback can be valuable for enhancing assessment and supporting student learning related to exams.
{"title":"Students' perceptions of post-exam feedback in oral radiology—A comparative study from two dental hygienist educational settings","authors":"Thomas de Lange, Anne Møystad, Gerald Torgersen, Jan Ahlqvist, Eva Levring Jäghagen","doi":"10.1111/eje.12959","DOIUrl":"10.1111/eje.12959","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>The aim of this study was to investigate how students perceive the benefit of participating in a teacher-organised session providing feedback on exams, termed post-exam feedback, in two dental hygienist programmes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study was based on interviews with 22 participants, including 18 students and 4 faculty teachers. The data were approached on the basis of thematic analysis, allowing us to generate insights on how the participants reflected on their participation in the post-exam feedback sessions and how they perceived this arrangement as learners.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings from the study suggest that motivated students consider post-exam feedback to be beneficial in clearing up uncertainties and deepening their understanding of issues not fully understood during the exam, as well as supporting their further learning. Less motivated students mainly consider post-exam feedback to be relevant for students who do not pass the exams.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Organised in a student-centred way and with attentiveness to student learning preferences, the results suggest that post-exam feedback can be valuable for enhancing assessment and supporting student learning related to exams.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 2","pages":"377-387"},"PeriodicalIF":2.4,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.12959","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"54232012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Pandemic has challenged clinical dentistry globally with the dental education sector seeking alternative training environments. Virtual reality (VR) is gaining recognition as a valuable tool for training dental students and its use by dental schools around the world is growing. The continuous improvement of haptic VR dental trainers provides a platform where irreversible procedures can be safely and unlimitedly practised. This driver has led to the exploration and investment into virtual technology to improve education outcomes in dental students. The aim of this study was to share the early experience of a dental school in the United Kingdom that has initiated the process of embedding haptics into their simulation training within the dental curriculum. This paper explores the process of embedding and operationalising haptic training within the undergraduate curriculum. Using current knowledge of education pedagogy, the school aligned to an evidence-based, best-practice framework which utilised the concept of deliberate practice in the development of the Haptics curriculum which was adaptable and iterative in design. This paper contextualises the implementation of haptic training in a UK dental education setting by providing an outline of the framework used to develop the curriculum. Virtual reality haptics trainers have created unique opportunities and challenges for dental schools. Dental educators have sought to utilise this technology in a structured framework to enhance training.
{"title":"The integration of haptic training into the QMUL dental curriculum.","authors":"Amitha Ranauta, Ben Audsley, Paul Coulthard","doi":"10.1111/eje.12963","DOIUrl":"https://doi.org/10.1111/eje.12963","url":null,"abstract":"<p><p>The Pandemic has challenged clinical dentistry globally with the dental education sector seeking alternative training environments. Virtual reality (VR) is gaining recognition as a valuable tool for training dental students and its use by dental schools around the world is growing. The continuous improvement of haptic VR dental trainers provides a platform where irreversible procedures can be safely and unlimitedly practised. This driver has led to the exploration and investment into virtual technology to improve education outcomes in dental students. The aim of this study was to share the early experience of a dental school in the United Kingdom that has initiated the process of embedding haptics into their simulation training within the dental curriculum. This paper explores the process of embedding and operationalising haptic training within the undergraduate curriculum. Using current knowledge of education pedagogy, the school aligned to an evidence-based, best-practice framework which utilised the concept of deliberate practice in the development of the Haptics curriculum which was adaptable and iterative in design. This paper contextualises the implementation of haptic training in a UK dental education setting by providing an outline of the framework used to develop the curriculum. Virtual reality haptics trainers have created unique opportunities and challenges for dental schools. Dental educators have sought to utilise this technology in a structured framework to enhance training.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50159183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Theresa Fischer, Jakob Fehlhofer, Marco Rainer Kesting, Ragai Edward Matta, Mayte Buchbender
Introduction
This study aimed to determine whether implant surgery procedures can be implemented in the dental curriculum by designing novel courses for students. Additionally, this study assesses the perception of these courses and how they can be established in the future.
Materials and Methods
Students from the third to fifth years participated in a programme consisting of 4 modules according to their academic year. The modules taught theoretical and practical content as well as clinical references. After participating, the students completed two questionnaires with research questions (RQ1 = evaluation of the relevance and effects; RQ2 = impact of modules 3 and 4) to evaluate the programme. The questionnaires consisted of 52 statements, each rated on a 6-point scale (1 ‘totally disagree’ to 6 ‘totally agree’). Cronbach's alpha analysis was used, and median values, interquartile ranges and Pearson correlations (p-value) were statistically calculated.
Results
In total, 94 students completed the questionnaires. Cronbach's alpha exceeded 0.7 for all constructs except for one (skills training). The highest evaluated median was 6, and the lowest was 4.75. Pearson correlations were significant (<0.05) for perceived importance/lectures, perceived importance/tutor performance, lectures/skills training, skills training/tutor performance and tutor performance/lectures. Seventeen analysed free comments expressed strong interest in implantology courses for the curriculum. 88% of the students wished for more practical exercises in dental implantology during the curriculum or suggested expanding the programme in the future.
Conclusion
The programme was highly accepted among dental students. The students wished for more practice in the future to perform supervised procedures on patients.
{"title":"Introducing a novel educational training programme in dental implantology for pregraduate dental students","authors":"Theresa Fischer, Jakob Fehlhofer, Marco Rainer Kesting, Ragai Edward Matta, Mayte Buchbender","doi":"10.1111/eje.12964","DOIUrl":"10.1111/eje.12964","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>This study aimed to determine whether implant surgery procedures can be implemented in the dental curriculum by designing novel courses for students. Additionally, this study assesses the perception of these courses and how they can be established in the future.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>Students from the third to fifth years participated in a programme consisting of 4 modules according to their academic year. The modules taught theoretical and practical content as well as clinical references. After participating, the students completed two questionnaires with research questions (RQ1 = evaluation of the relevance and effects; RQ2 = impact of modules 3 and 4) to evaluate the programme. The questionnaires consisted of 52 statements, each rated on a 6-point scale (1 ‘totally disagree’ to 6 ‘totally agree’). Cronbach's alpha analysis was used, and median values, interquartile ranges and Pearson correlations (<i>p</i>-value) were statistically calculated.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In total, 94 students completed the questionnaires. Cronbach's alpha exceeded 0.7 for all constructs except for one (skills training). The highest evaluated median was 6, and the lowest was 4.75. Pearson correlations were significant (<0.05) for perceived importance/lectures, perceived importance/tutor performance, lectures/skills training, skills training/tutor performance and tutor performance/lectures. Seventeen analysed free comments expressed strong interest in implantology courses for the curriculum. 88% of the students wished for more practical exercises in dental implantology during the curriculum or suggested expanding the programme in the future.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The programme was highly accepted among dental students. The students wished for more practice in the future to perform supervised procedures on patients.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":"28 2","pages":"416-429"},"PeriodicalIF":2.4,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/eje.12964","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49693544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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