Evaluación de la satisfacción académica, según el nivel de aprendizaje en formación dental, utilizando un sistema de simulador de realidad virtual háptica en la Facultad de Estomatología de la Universidad Peruana Cayetano Heredia en el año 2019

El objetivo de este trabajo de investigación fue antecedentes: El empleo de simuladores de realidad virtual hápticos para el entrenamiento dental es una tendencia actual, por lo cual es necesario demostrar si esta herramienta ofrece una adecuada satisfacción académica por parte de los estudiantes. Objetivo: Comparar la evaluación de la satisfacción académica, según el nivel de aprendizaje en formación dental, utilizando un sistema de simulador de realidad virtual háptico en la Facultad de Estomatología de la UPCH, en el año 2019. Materiales y Métodos: Se realizó un estudio descriptivo, correlacional y transversal. 67 estudiantes (46 de pregrado y 21 de posgrado) desarrollaron un cuestionario pre experimental (que evalúa la expectativa) y post experimental (que evalúa el rendimiento percibido) sobre el desarrollo de una hora de entrenamiento en un simulador de realidad virtual háptico. El nivel de satisfacción de cada participante se obtuvo mediante la fórmula de Kotler que toma en cuenta los resultados de ambos cuestionarios. Se compararon los resultados de puntajes de la expectativa, el rendimiento percibido y el nivel de satisfacción académica de los estudiantes de pregrado y posgrado. Resultados: No se encontraron diferencias significativas en la comparación de los resultados de la expectativa (p=0.724, NC 95%), rendimiento percibido (p=0.639, NC 95%) y nivel de satisfacción (p=0.490, NC 95%) luego de emplear un simulador de realidad virtual háptico entre los estudiantes de pregrado y posgrado. Conclusiones: El uso de un sistema de simulador de realidad virtual háptico presenta un nivel de satisfacción académico de tipo satisfactorio por estudiantes de pregrado y posgrado de la la Facultad de Estomatología de la UPCH, en el año 2019.The objective of this research work was antecedents: The use of haptic virtual reality simulators for the dental training is a current trend, so it is necessary to demonstrate if this tool offers adequate academic satisfaction on the part of students. Objective: Compare the evaluation of academic satisfaction, according to the level of learning in dental training, using a virtual reality simulator system haptic at the Faculty of Stomatology of the UPCH, in the year 2019. Materials and Methods: A descriptive, correlational and cross-sectional study was carried out. 67 students (46 undergraduate and 21 postgraduate) developed a pre-experimental questionnaire (which assesses expectation) and post-experimental (which assesses perceived performance) on the development of one hour of training in a haptic virtual reality simulator. He level of satisfaction of each participant was obtained using the Kotler formula that takes into account the results of both questionnaires. The results were compared expectation scores, perceived performance and the level of academic satisfaction of undergraduate and graduate students. Results: No differences were found significant in the comparison of the results of the expectation (p=0.724, NC 95%), perceived performance (p=0.639, NC 95%) and level of satisfaction (p=0.490, NC 95%) after using a haptic virtual reality simulator among undergraduate students and graduate. Conclusions: The use of a haptic virtual reality simulator system presents a level of academic satisfaction of a satisfactory type by students of undergraduate and postgraduate of the Faculty of Stomatology of the UPCH, in the year 2019.ChosicaEscuela de PosGrad

Future Trends of Virtual, Augmented Reality, and Games for Health

Serious game is now a multi-billion dollar industry and is still growing steadily in many sectors. As a major subset of serious games, designing and developing Virtual Reality (VR), Augmented Reality (AR), and serious games or adopting off-the-shelf games to support medical education, rehabilitation, or promote health has become a promising frontier in the healthcare sector since 2004, because games technology is inexpensive, widely available, fun and entertaining for people of all ages, with various health conditions and different sensory, motor, and cognitive capabilities. In this chapter, we provide the reader an overview of the book with a perspective of future trends of VR, AR simulation and serious games for healthcare

Development of a Haptic Training Simulation for the Administration of Dental Anaesthesia based upon Accurate Anatomical Data

In the dental curriculum, the initial administration of local anaesthesia injection on live patients is critical and students may experience a high degree of anxiety. Low self-confidence often caused by insufficient knowledge of anatomy has been repeatedly reported as one of the major causes. In this paper, we focus on the development of a haptic training system based upon an accurate anatomical model, which aims to encourage self-paced learning of the practical skills that are required in such procedures and to increase students’ self-confidence. We first present the workflow we have considered to develop an accurate anatomical model of the human head and neck and introduce a Virtual Reality-based application commissioned by NHS Education for Scotland to support the learning of the anatomy in a safe and repeatable manner. Finally, we describe the functionalities of the haptic training system and discuss further developments with regard to existing research outcomes

Capturing differences in dental training using a virtual reality simulator

Virtual reality simulators are becoming increasingly popular in dental schools across the world. But to what extent do these systems reflect actual dental ability? Addressing this question of construct validity is a fundamental step that is necessary before these systems can be fully integrated into a dental school's curriculum. In this study, we examined the sensitivity of the Simodont (a haptic virtual reality dental simulator) to differences in dental training experience. Two hundred and eighty-nine participants, with 1 (n = 92), 3 (n = 79), 4 (n = 57) and 5 (n = 61) years of dental training, performed a series of tasks upon their first exposure to the simulator. We found statistically significant differences between novice (Year 1) and experienced dental trainees (operationalised as 3 or more years of training), but no differences between performance of experienced trainees with varying levels of experience. This work represents a crucial first step in understanding the value of haptic virtual reality simulators in dental education