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

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

Face Symmetry Assessment: Educational and Clinical Implications of Expertise in Orthodontists

The accurate assessment of face symmetry is necessary for the development of a dentofacial diagnosis in orthodontics. The enhancement of this ability is an important component of dental education, and an understanding of individual differences in perception of face symmetry between patients and providers is needed to facilitate successful treatment. Orthodontic residents and faculty, dental students, general dentists, and control participants completed a series of tasks to assess face symmetry. Judgments were made on pairs of upright faces (similar to the longitudinal assessment of photographic patient records), inverted faces, and dot patterns. Participants completed questionnaires regarding clinical practice, education level, and self-confidence ratings for symmetry assessment abilities. Orthodontists showed expertise compared to controls (p<0.001), while dentists showed no advantage compared to controls. Orthodontists performed better than dentists, however, in only the most difficult face symmetry judgments (p=0.006). For both orthodontists and dentists, accuracy increased significantly when assessing symmetry in upright vs. inverted faces (t=3.7, p=0.001; t=2.7, p=0.02). Residents showed a significant advantage in assessing face symmetry compared to control participants (p=0.002), while faculty members were better only in the most difficult face symmetry judgments compared to controls (p<0.001), and dental students showed no advantage over controls. Both residents and faculty members were better able to assess their own performance than other groups. The diagnostic skill of face symmetry assessment appears to be determined by more than just experience over time and may be subject to the testing effect, and accurate self-assessment may be one important benchmark of clinical skill acquisition. Orthodontists show expertise in assessing face symmetry compared to both laypersons and general dentists and are more accurate when judging upright than inverted faces. When using longitudinal photographic records to assess changing face symmetry, orthodontists are likely to be incorrect in less than 15% of cases, suggesting assistance from some additional technology is infrequently needed for diagnosis.Master of Scienc

Dental Education

The dental curriculum is like a living organism—it has developed through time, manifesting regional, cultural, and scientific heritage, and reflecting modern trends. The undergraduate dental curriculum is periodically rebuilt to ensure the harmonization of higher education systems between countries, especially in Europe. Structure, content, learning, and assessment in undergraduate and postgraduate dental education and auxiliary dental personnel training are shaped based on professional consensus. Constant updates on recent technological innovations and evidence-based best practice are necessary.In modern times, ethical issues are raised more than ever. Can we teach our students how to be dedicated health professionals and manage a successful practice at the same time? Does the commercialization of our profession also affect the dental curriculum today?The COVID-19 pandemic has imposed new challenges, moving us from lecture rooms and clinics to an online environment.This Special Issue is dedicated to developing the understanding of dental education

Who Will Succeed in Dental School?: Predictors of dental school performance

Background: Selection of students with the highest potential of success is a very challenging process because selection is carried out among a highly academically qualified pool of applicants exceeding the number of places available. Additionally, evidence about the incremental and predictive validity of admission assessments and personal attributes assessed at admission is limited. Objectives: To address this, a systematic review for evidence of the predictive validity of selection methods was completed, the incremental and predictive validity of admission assessments and whether any of the assessments are biased towards or against certain individuals were then investigated. Methods: This was a retrospective cohort study using data of four cohorts at the University of Leeds, School of Dentistry. Data analysis included univariate and multivariate analysis. Outcome measures included academic and clinical performance. Predictor measures included personal statement, BMAT and MMI scores in addition to the socio-demographic characteristics of participants. Results: Hierarchical regression models revealed that BMAT was the only admission assessment that contributed significantly in increasing the variance. Sections 3 and 2 were the most predictive. Additionally, MMI and BMAT significantly predicted on course 3rd to 5th year clinical practice and 2nd to 3rd year academic scores. Empathy, communication, insight and presentation stations were the most predictive of students’ performance. None of the admission assessments showed evidence of bias against gender, widening participation or ethnic groups. Conclusion: The findings demonstrated evidence of incremental and predictive validity of BMAT as an admission test. They also revealed the necessity to re- evaluate the MMI structure, particularly the skills assessed and the tasks used to assess them, to improve its validity. The research has also highlighted the need to identify and provide appropriate support to individuals at greater risk of low performance and the necessity for adequate admissions data management at the University to facilitate future studies