scholarly journals The Current Situation and Future Prospects of Simulators in Dental Education (Preprint)

2020 ◽  
Author(s):  
Yaning Li ◽  
Hongqiang Ye ◽  
Fan Ye ◽  
Yunsong Liu ◽  
Longwei Lv ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Clinical Skills ◽  
Dental Education ◽  
Skills Training ◽  
Learning Technology ◽  
Dental Surgery ◽  
Diverse Learning ◽  
Digital Evaluation ◽  
Teachers And Students ◽  
Preclinical Training

UNSTRUCTURED The application of virtual reality has become increasingly extensive as this technology develops. In dental education, virtual reality is mainly used to assist or replace traditional methods of teaching clinical skills in preclinical training for several subjects, such as endodontics, prosthodontics, periodontics, implantology and dental surgery. Dental simulators allow repeatable and reversible preclinical training of clinical skills, and they also allow digital evaluation and feedback since they can record the training processes. Preclinical training assisted by dental simulators is economical and environmentally-friendly, as it requires less material for dental skills training. The application of dental simulators in teaching can make up for the deficiency of traditional teaching methods and reduce the teaching burden, improving convenience for both teachers and students. When combined with big data, cloud computing, 5G and deep learning technology, the dental simulator can give students individualized learning assistance and other functions depending on their diverse learning aptitudes in the future, to improve their learning effects.

56. Proficiency at the end of practice predicts retention of a technical clinical skills

2007 ◽  
Vol 30 (4) ◽  
pp. 59
Author(s):  
H. Carnahan ◽  
E. Hagemann ◽  
A. Dubrowski
Keyword(s):  
Virtual Reality ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Technical Skills ◽  
Skills Training ◽  
Retention Performance ◽  
Specific Criterion ◽  
Practice Trials ◽  
Practice Time ◽  
Criterion Time

A debate is emerging regarding the efficacy of proficiency based versus duration based training of technical skills. It is not clear whether the performance level attained at the end of practice (i.e., proficiency criteria), or the overall amount of practice performed during learning will best predict the retention of a technical clinical skill. The skill learned was the single-handed double square-knot. Forty two trainees learned the skill through video-based instruction and were divided into three groups (14 participants per group) each with a specific criterion time to tie the knot (10, 15, and 20 seconds). Practice continued until participants completed the knot within their criterion time. The total number of trials, and the overall practice time required to obtain each respective criterion were recorded during practice. Participants returned one-week later for a timed retention test consisting of one trial of the knot tying skill with no video instruction. A multiple regression analysis tested whether the amount of practice, the total practice time, or the criterion reached at the end of practice was the best predictor of the time taken to perform the skill during retention. This analysis showed that the number of practice trials was highly correlated with total practice time (r = .82, p = .01), therefore total practice time was withdrawn as a predictor variable from the subsequent analysis. The regression showed that the only significant predictor of retention performance was the criterion reached at the end of practice (p = .03). The number of practice trials was not found to significantly predict the retention performance (p = .87). The results support the notion that proficiency based training results in better retention of a technical clinical skill in comparison to duration based approaches. This provides evidence for the introduction of proficiency based educational approaches in technical skills curricula. Jowett N, LeBlanc V, Xeroulis G, MacRae H, Dubrowski A. Surgical skill acquisition with self-directed practice using computer-based video training. Am J Surg. 2007; 193(2):237-42. Gallagher AG, Ritter EM, Champion H, Higgins G, Fried MP, Moses G, Smith CD, Satava RM. Virtual reality simulation for the operating room: proficiency-based training as a paradigm shift in surgical skills training. Ann Surg. 2005; 241(2):364-72. Van Sickle KR, Ritter EM, McClusky DA, Lederman A, Baghai M, Gallagher AG, Smith CD. Attempted establishment of proficiency levels for laparoscopic performance on a national scale using simulation: the results from the 2004 SAGES Minimally Invasive Surgical Trainer-Virtual Reality (MIST-VR) learning center study. Surg Endosc. 2007; 21(1):5-10.

scholarly journals Present Status of Clinical Teaching in Bachelor of Dental Surgery Course of Bangladesh

1970 ◽  
Vol 8 (2) ◽  
pp. 76-80
Author(s):  
Md Faruque ◽  
Humayun Kabir Talukder ◽  
Kazi Khairul Alam
Keyword(s):  
Key Words ◽  
Present Status ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Bedside Teaching ◽  
Dental Surgery ◽  
Number Of Patients ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Clinical Departments

Objective: To explore present status of clinical teaching in Bachelor of Dental Surgery course of Bangladesh. Methods: This study was conducted from July 2007 to June 2008 upon conveniently selected teachers (n=49) of clinical departments and students of 3rd year (n=83) and 4th year (n=111) of two government and two private dental institutes of Bachelor of Dental Surgery course. Data were collected using one semistructured self-administered questionnaires. Result: It was found that most of the clinical classes are conducted by lecturers, assistant professors. These classes were held mostly in morning which extended occasionally up to afternoon. Majority of teachers followed the curriculum to conduct clinical classes. They agreed that the students are benefited through these clinical classes and they learn how to examine a patient and take patients’ history and other clinical skills. They informed that inadequate number of teachers and patients are important barriers for clinical teaching. They suggested that clinical classes should be taken by the senior teachers and sufficient materials and instruments should be available for this purpose. It was also proposed that sufficient number of patients and increased number of teachers should be ensured. Discussion and recommendations: The barriers should be minimized and necessary actions should be taken as per suggestions given the teachers and students. Key words: Clinical teaching learning; Bedside teaching learning; Bachelor of Dental Surgery Course Bangladesh. DOI: 10.3329/bja.v8i2.7021Bangladesh Journal of Anatomy July 2010, Vol. 8 No. 2 pp. 76-80

scholarly journals Using a structured clinical coaching program to improve clinical skills training and assessment, as well as teachers’ and students’ satisfaction

2009 ◽  
Vol 31 (12) ◽  
pp. e586-e595 ◽  
Author(s):  
Patricia Régo ◽  
Ray Peterson ◽  
Leonie Callaway ◽  
Michael Ward ◽  
Carol O’Brien ◽  
...  
Keyword(s):  
Clinical Skills ◽  
Skills Training ◽  
Clinical Skills Training ◽  
Teachers And Students ◽  
Students Satisfaction

Changing Landscapes in Higher Dental Education

2020 ◽  
Vol 9 (4) ◽  
pp. 38
Author(s):  
Jamshaid Mansoor
Keyword(s):  
Higher Education ◽  
Digital Media ◽  
Dental Education ◽  
Dental Students ◽  
Advanced Technology ◽  
Direct Care ◽  
Clinical Aspects ◽  
Learning Technology ◽  
Teachers And Students ◽  
Methods Of Learning

Skills and development: The way undergraduate dental students have been taught and their methods of learning have evolved over decades. Education methods and needs: Perhaps the most rapid and exponential changes have been in the last two decades with the introduction and utilisation of digital media platforms and social media capabilities. Academic and clinical aspects of dentistry are divided within the curriculum, but less consideration and logic are exercised when focusing on the methods of delivering education and the students’ own preferences, capabilities and adaptation towards learning. Technology and dental education and what we believe: In higher education, closed questionnaires were provided to both dental students (50) and teachers (10) relating to delivery methods and their beliefs regarding education techniques available. Opinions regarding these methods still differ amongst dental teachers and students, with an affinity from the dental students towards the use of emerging technology available in dentistry. However, the questionnaires revealed both groups preferred education via direct care on patients more than any other method of education. Conclusion: The literature would indicate some progress made within the dental profession relating to the use of digital media, advanced technology and improved dental software, however, this has not yet been transferred to dental higher education, despite an accessible and obvious availability of modern resources and techniques.

scholarly journals COVID-19 Pandemic and Challenges for Dental Education

2021 ◽  
Vol 55 (8) ◽  
Author(s):  
Agung Sosiawan
Keyword(s):  
Mental Health ◽  
High Risk ◽  
Dental Treatment ◽  
Clinical Skills ◽  
Dental Education ◽  
Skills Training ◽  
Industrial Sector ◽  
Lessons Learned ◽  
Clinical Skills Training ◽  
The Impact

The COVID-19 pandemic has a different impact on everyone. The impact is not only on mortality and morbidity in infected people but also on the mental health of uninfected people.1,2 Apart from the health side, other sectors that may also be affected include the industrial sector, tourism, and education.3 The COVID-19 pandemic poses enormous challenges to all stakeholders in the educational field such as lecturers, students, and leaders and staff of institutions.1 Learning that was previously delivered in-person in the classroom has shifted to an online platform. The trend for all elements in learning today is towards the digital arena. One solution in the world of education is the use of asynchronous learning, which allows learning to be carried out at different times. It gives lecturers the flexibility to prepare learning materials and allow students to adjust to the demands of home and study. This system creates flexibility in learning without compromising competency. In the field of dentistry, in addition to learning in the classroom to obtain cognitive abilities, learning to achieve psychomotor abilities is also important. This psychomotor ability in dental education can be done through a simulation laboratory and clinical skills training. These aspects are challenging. Several countries have implemented the use of virtual reality (VR) in simulation laboratories to get the sensation of practice on the simulation model. However, this has not yet been fully adapted to all dental education institutions because the facilities owned by the institution still do not fully support this technology.4-6 The high risk of transmission through aerosols is a major challenge in dental education based on clinical skills training.7 The use of tele-dentistry, an electronic-based dentistry medical consultation facility, is an alternative.8,9 This facility can shorten dental treatment visits that have a high risk of transmission. In addition, in emergency dental care and other dental treatments, the use of adequate personal protective equipment (PPE) can reduce the risk of infection transmission. Finally, dental education innovations in cognitive and psychomotor aspects are urgently needed today in the era of the COVID-19 pandemic to achieve optimal student competencies.     Dr. Agung Sosiawan, drg., M.H., M.Kes. Dean Faculty of Dental Medicine Universitas Airlangga     REFERENCES Daniel J. Education and the COVID-19 pandemic. Prospects. 2020 Oct;49(1):91-6. Pfefferbaum B, North CS. Mental health and the COVID-19 pandemic. N Engl J Med. 2020 Aug 6; 383(6):510-2. Khanna RC, Cicinelli MV, Gilbert SS, Honavar SG, Murthy GV. COVID-19 pandemic: lessons learned and future directions. Indian J Ophthalmol. 2020 May; 68(5):703. Chang TY, Hong G, Paganelli C, Phantumvanit P, Chang WJ, Shieh YS, Hsu ML. Innovation of dental education during COVID-19 pandemic. J Dent Sci. 2021 Jan 1; 16(1):15-20. Desai BK. Clinical implications of the COVID‐19 pandemic on dental education. J Dent Educ. 2020 May; 84(5):512. Alzahrani SB, Alrusayes AA, Aldossary MS. Impact of COVID-19 pandemic on dental education, research, and students. Int J Health Sci Res. 2020 Jun; 10:207-12. Deery C. The COVID-19 pandemic: implications for dental education. Evidence-based Dentistry. 2020 Jun; 21(2):46-7. Machado RA, Bonan PR, Perez DE, MARTELLI H. COVID-19 pandemic and the impact on dental education: discussing current and future perspectives. Braz Oral Res. 2020 Jun 29;34. Machado RA, Souza NL, Oliveira RM, Martelli Júnior H, Bonan PR. Social media and telemedicine for oral diagnosis and counselling in the COVID-19 era. Oral Oncol. 2020 Jun; 105:104685.  

Virtual reality in social skills training programs for people with schizophrenia: A systematic review and focus group

2021 ◽  
pp. 030802262110113
Author(s):  
Catarina Oliveira ◽  
Raquel Simões de Almeida ◽  
António Marques
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Virtual Reality ◽  
Social Skills ◽  
Focus Group ◽  
Social Skills Training ◽  
Occupational Therapists ◽  
Skills Training ◽  
Training Programme ◽  
Cochrane Library

Introduction This study aims to determine the guidelines for the design of a social skills training programme for people with schizophrenia using virtual reality. Methods This article encompasses two studies: Study 1, a systematic review of five articles indexed in the databases B-on, PubMed, Clinical trials and Cochrane Library (2010–2020); Study 2, a focus group of occupational therapists trained in mental health and multimedia professionals, in which they discussed the outline of such a programme. Results A set of guidelines were identified as central and consensual which should be included in the programme. It must have multilevel logic and gradual learning, with simulations of everyday situations, in which it is possible to practise the skills of conversation and communication. Virtual reality provides people with schizophrenia with unlimited opportunities, enhancing a personalized intervention. Conclusion Social skills training could be part of the treatment for people with schizophrenia, and virtual reality is a promising tool to complement traditional training, although still little implemented in mental health services. Occupational therapists have a prominent role in the development and application of this because of their knowledge of activity analysis and their ability to facilitate the generalization of skills in different contexts.

What are the risks of Virtual Reality data? Learning Analytics, Algorithmic Bias and a Fantasy of Perfect Data

2021 ◽  
pp. 146144482110127
Author(s):  
Marcus Carter ◽  
Ben Egliston
Keyword(s):  
Virtual Reality ◽  
Learning Process ◽  
Learning Analytics ◽  
Soft Skills ◽  
Education Technology ◽  
Skills Training ◽  
Emerging Technology ◽  
Critical Issues ◽  
Vr Training ◽  
Algorithmic Bias

Virtual reality (VR) is an emerging technology with the potential to extract significantly more data about learners and the learning process. In this article, we present an analysis of how VR education technology companies frame, use and analyse this data. We found both an expansion and acceleration of what data are being collected about learners and how these data are being mobilised in potentially discriminatory and problematic ways. Beyond providing evidence for how VR represents an intensification of the datafication of education, we discuss three interrelated critical issues that are specific to VR: the fantasy that VR data is ‘perfect’, the datafication of soft-skills training, and the commercialisation and commodification of VR data. In the context of the issues identified, we caution the unregulated and uncritical application of learning analytics to the data that are collected from VR training.

scholarly journals The national dental undergraduate clinical skills competition known as the Guanghua Cup: an innovative and effective program that promoted undergraduate dental education in China

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Xiaolan Li ◽  
Yanbo Shan ◽  
Yangjingwen Liu ◽  
Yingwen Lin ◽  
Lin Li ◽  
...  
Keyword(s):  
Clinical Teaching ◽  
Clinical Skills ◽  
Dental Education ◽  
Maxillofacial Surgery ◽  
Dental Students ◽  
Oral And Maxillofacial Surgery ◽  
Teaching Resources ◽  
Self Evaluation ◽  
Geographical Regions ◽  
Dental Anatomy

Abstract Background The National Dental Undergraduate Clinical Skills Competition known as the Guanghua Cup was held in Guangzhou, China, for three consecutive years from 2017 to 2019 to promote the clinical teaching of undergraduate dental education and to enhance communication among different universities. The present study aimed to introduce the organization, procedures, and consequences of the competition, in addition to analyzing the influences of competition on the reform of undergraduate dental education. Methods By analyzing the descriptive statistics of the Guanghua Cup, the competitions’ organization, the participating students’ performances, and the outcomes of competitions were analyzed. After distributing questionnaires to all participants of the 2nd and 3rd Cups, their attitudes towards the competition and their evaluation of the role of the competitions in promoting undergraduate dental education were analyzed. Results A total of 24 schools participated in the 3 competition years. The contents of the competitions covered cariology, endodontics, periodontology, prosthodontics, oral and maxillofacial surgery, dental anatomy, and first aid (e.g., operative skills and theoretical knowledge). Compared with those of the 2nd Cup, the mean scores of the operative skills significantly improved in the stations related to periodontology, prosthodontics, and dental anatomy (p < 0.05) in the 3rd Cup. In addition, 338 valid questionnaires were collected, for a response rate of 87.79 %. Overall, the participants spoke highly of the Guanghua Cup. Based on their self-perception and self-evaluation, the majority of interviewees agreed that the competition helped develop collegiality and teamwork among the participating students, improved the students’ clinical skills and promoted the improvement of teaching resources (e.g., purchasing and updating equipment, models or experimental materials). Conclusions The competition enjoyed the widest coverage since it involved dental schools from all of the different geographical regions of China. Dental students could exhibit their clinical skills in a competitive environment and develop collegiality and teamwork. Future competitions should be optimized through their organization and contents. The education quality of the participating schools affected by such competition should be investigated in a more objective and comparable way.

scholarly journals YouTube as a Platform for Publishing Clinical Skills Training Videos

2013 ◽  
Vol 88 (2) ◽  
pp. 192-197 ◽  
Author(s):  
David Topps ◽  
Joyce Helmer ◽  
Rachel Ellaway
Keyword(s):  
Clinical Skills ◽  
Skills Training ◽  
Clinical Skills Training
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