Six Degree-of Freedom Haptic Rendering for Dental Implantology Simulation

International audienceDental implantology procedures are among the most com- plex surgical procedures executed by dentists. During the critical part of the procedure, the jawbone is drilled at the location of the missing tooth (or the missing group of teeth). This asks for specic skills from the dentists, who need to be well trained. In this paper we present a virtual reality based training system for im- plantology and we mainly focus on the simulation of drilling. We have two main contributions: The rst one is a method for precise haptic rendering of contacts between the drilling tool and the jawbone model issued from a CT-scan. The second one is the real-time simulation of the jawbone erosion during drilling which is compatible with the haptic rendering of contacts

A scoping review of the use and application of virtual reality in pre-clinical dental education

Introduction 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. It is timely to review the literature relating to the use of VR in dental education, in order to ensure that educators are well-informed of current areas of inquiry, and those requiring further investigation, to enable appropriate decisions about whether to employ VR as a teaching tool. Method A scoping review using the method outlined by Arksey and O'Malley was conducted. Both Web of Science and ERIC databases were searched. Inclusion and exclusion criteria were established to filter results. The data were collected and categorised using a custom data collection spreadsheet. Results The review identified 68 relevant articles. Following review, four educational thematic areas relating to the 'simulation hardware', the 'realism of the simulation', 'scoring systems' and 'validation' of the systems emerged. Conclusion This paper summarises and draws out themes from the current areas of inquiry in the literature, uncovering a number of weaknesses and assumptions. It recommends areas where additional investigation is required in order to form a better evidence base for the utility of VR in dental education, as well as to inform its future development

Research on real-time physics-based deformation for haptic-enabled medical simulation

This study developed a multiple effective visuo-haptic surgical engine to handle a variety of surgical manipulations in real-time. Soft tissue models are based on biomechanical experiment and continuum mechanics for greater accuracy. Such models will increase the realism of future training systems and the VR/AR/MR implementations for the operating room

Haptics-based Modeling and Simulation of Micro-Implants Surgery

Ph.DDOCTOR OF PHILOSOPH

Haptic-Enhanced Learning in Preclinical Operative Dentistry

Background: Virtual reality haptic simulators represent a new paradigm in dental education that may potentially impact the rate and efficiency of basic skill acquisition, as well as pedagogically influence the various aspects of students’ preclinical experience. However, the evidence to support their efficiency and inform their implementation is still limited. Objectives: This thesis set out to empirically examine how haptic VR simulator (Simodont®) can enhance the preclinical dental education experience particularly in the context of operative dentistry. We specify 4 distinct research themes to explore, namely: simulator validity (face, content and predictive), human factors in 3D stereoscopic display, motor skill acquisition, and curriculum integration. Methods: Chapter 3 explores the face and content validity of Simodont® haptic dental simulator among a group of postgraduate dental students. Chapter 4 examines the predictive utility of Simodont® in predicting subsequent preclinical and clinical performance. The results indicate the potential utility of the simulator in predicting future clinical dental performance among undergraduate students. Chapter 5 investigates the role of stereopsis in dentistry from two different perspectives via two studies. Chapter 6 explores the effect of qualitatively different types of pedagogical feedback on the training, transfer and retention of basic manual dexterity dental skills. The results indicate that the acquisition and retention of basic dental motor skills in novice trainees is best optimised through a combination of instructor and visualdisplay VR-driven feedback. A pedagogical model for integration of haptic dental simulator into the dental curriculum has been proposed in Chapter 7. Conclusion: The findings from this thesis provide new insights into the utility of the haptic virtual reality simulator in undergraduate preclinical dental education. Haptic simulators have promising potential as a pedagogical tool in undergraduate dentistry that complements the existing simulation methods. Integration of haptic VR simulators into the dental curriculum has to be informed by sound pedagogical principles and mapped into specific learning objectives

Objective assessment and feedback generation in dental surgical simulation : a framework based on correlating procedure and outcome

Fine motor skill is indispensable for a dentist. As in many other medical fields of study, the traditional surgical master-apprentice model is widely adopted in dental education. Recently, virtual reality (VR) simulators have been employed as supplementary components to the traditional skill-training curriculum, and numerous dental VR systems have been developed academically and commercially. However, the full promise of such systems has yet to be realized due to the lack of sufficient support for formative feedback. Without such a mechanism, evaluation still demands dedicated time of experts in scarce supply. With the aim to fill the gap of formative assessment using VR simulators in skill training in dentistry, this thesis presents a framework to objectively assess the surgical skill and generate formative feedback automatically. VR simulators enable collecting detailed data on relevant metrics throughout a procedure. Our approach to formative feedback is to correlate procedure metrics with the procedure outcome in order to identify the portions of a procedure that need to be improved. Prior to the correlation, the procedure outcome needs to be evaluated. The scoring algorithm designed in this thesis provides an overall score and identifies specific errors and their severity. Building upon this, we developed techniques to identify the portion of the procedure responsible for the errors. Specifically, for the errors in the outcome the responsible portions of the procedure are identified based on correlation of location of the error. For some types of feedback one mode may be more suitable than another. Tutoring formative feedback are provided using the video- and haptic- modalities. The effectiveness of the feedback systems have been evaluated with the dental students with randomized controlled trials and the findings show the feedback mechanisms to be effective and have potentials to use as valuable supplemental training resources