scholarly journals Development and Student Perception of Virtual Reality for Implant Surgery

2021 ◽  
Vol 11 (4) ◽  
pp. 176
Author(s):  
Cortino Sukotjo ◽  
Stephanie Schreiber ◽  
Jingyao Li ◽  
Menghan Zhang ◽  
Judy Chia-Chun Yuan ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Dental Education ◽  
Learning Experience ◽  
Student Perception ◽  
Group Discussion ◽  
Dental Students ◽  
Clinical Environment ◽  
Implant Surgery ◽  
Advantages And Disadvantages ◽  
Implant Dentistry

(1) Introduction: New and innovative approaches to dental education have continued to improve with time. The coronavirus disease 2019 (COVID-19) pandemic forced dental education to change as social distancing implementations were enforced. Virtual reality was used as a resource before the COVID-19 pandemic, and it has become more essential due to social restrictions. Virtual reality can allow students to be fully immersed in a clinical environment without leaving their homes. (2) Methods: The development of virtual reality (VR) for implant surgery was described. Selected students filled out a survey before and after using the program. Then, a focus group discussion for the students was held to analyze the program further. (3) Results: Seven dental students enrolled in the Advanced Predoctoral Implant Program (APIP) participated in the study. Qualitative analysis of this study suggests that virtual reality can be used as a supplemental resource to enhance student learning of specific topics. Additionally, the students had positive outlooks for using virtual reality as a resource in dental education and were hopeful to use it in the future for particular topics and subjects. (4) Discussion: The advantages and disadvantages of VR application in education were described. This application allows the students to be immersed fully with virtual dental operatory. The application provides the student with an enhanced learning experience in implant dentistry. Students displayed supportive attitudes towards the applicability of VR in dental education but considered this application as an adjunctive tool for learning. (5) Conclusion: The application of this technology in dental education is promising. The use of virtual reality in teaching and learning implant dentistry offers positive enhancement, especially during these challenging times.

scholarly journals Competency based internship training programme in undergraduate dental education in Bangladesh: Clinical teachers and intern doctors' perception

2017 ◽  
Vol 8 (1) ◽  
pp. 9-13 ◽  
Author(s):  
Md Immam Hossin ◽  
Mohammad Faruque ◽  
Md Humayun Kabir Talukder ◽  
Md Rasel Ahmad ◽  
Md Abdullah Al Harun ◽  
...  
Keyword(s):  
Patient Care ◽  
Dental Education ◽  
Training Programme ◽  
Dental Students ◽  
Clinical Environment ◽  
Cross Sectional ◽  
Clinical Teachers ◽  
Competency Based ◽  
Structured Questionnaire ◽  
Internship Training

Background: For the first 20 years or so after formal education in dentistry commenced at Glasgow in 1879, the manner of learning technical and clinical procedures was little different from what it had been since immemorial. In other words dental students learned by watching others until it was felt that they could be trusted to perform the procedure themselves.Rationale: The intern year is the first level of hands-on training in dentistry and is an essential step in every dental surgeon's career. Opportunity to apply, consolidate and expand one's clinical knowledge, skills and also progressively increase one's responsibility for providing safe, high-quality patient care. Opportunity to develop overall patient management skill especially for the general dental practitioner. The intern year should provide a balance between education, training and clinical responsibility, enabling interns to develop the professional and personal competencies that result in good patient care and provide a foundation for lifelong learning.Objectives: The present study was undertaken to identify the Competency based internship training programme in undergraduate dental education in Bangladesh: Clinical teachers and intern doctors' perceptionMethods: This descriptive type of cross sectional study was conducted in six public and private dental colleges of Bangladesh. A semi-structured questionnaire based on 5-point Likert scale was used to collect the clinical teachers and inter doctors' perceptions. The semi-structured questionnaire was prepared on the basis of logbook based internship training programme. Before administering the questionnaires to the respondents the investigator gave them an introductory idea about the purpose of the research.Results: competencies acquired by the intern doctors were satisfactory but some problematic areas such as less duration of training period, no community placement, availability of training aid, lack of supervision as well as feedback etc were highlighted which interfered in achieving their satisfaction on their competencies.Conclusion: To ensure excellence in all aspects of internship training programme, it can be concluded that intern doctors must need to acquire sufficient competencies in most of the clinical areas for their daily practice. There are many areas for further improvement through evaluating and developing the internship training programme as well as the logbook and strengthening the clinical environment in the institutes.Bangladesh Journal of Medical Education Vol.8(1) 2017: 9-13

scholarly journals Student and new graduate perception of hospital versus institutional clinic for clinical educational experience

2019 ◽  
Vol 33 (2) ◽  
pp. 125-132
Author(s):  
Navine G. Haworth ◽  
Linda K. Jones
Keyword(s):  
Clinical Education ◽  
Private Practice ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Learning Experience ◽  
Hospital Setting ◽  
Educational Experience ◽  
Clinical Environment ◽  
New Graduates ◽  
Advantages And Disadvantages

Objective: To explore final-year students and new graduates from 2 North American chiropractic colleges regarding perceptions of the clinical educational experience in a hospital vs the institutional clinical setting. Methods: A qualitative exploratory descriptive design was used for this research. Students and new graduates were invited to participate from a United States and Canadian chiropractic college. Semistructured interviews were conducted with 49 students and 14 new graduates lasting 60 minutes. Content analysis of the transcribed interviews was undertaken. Results: The data identified that there were advantages and disadvantages to having clinical education in both settings. For instance, the hospital setting had a more varied patient case mix (making it more complex and challenging for their clinical skills development), the pace was faster, and there was more evidence-based practice. This compared to the college clinics, which tended to be slower paced and had less variation, students were required to build a patient base, and patient demographics resembled that expected in private practice. Each environment was considered a unique clinical learning experience. Conclusion: Access and opportunity in both clinical environments is considered optimal in regards to providing a broad and varied student clinical experience. Exclusivity to one may not provide the best preparation for the professional context. As most graduate opportunities are private practice, the institutional clinical environment will provide a sufficient clinical teaching and learning environment to support the professional needs. A combination of these environments is considered ideal for the graduate.

scholarly journals Learners’ Perspective of Using 360-degree Video in Reading Classroom

2020 ◽  
Vol 5 (10) ◽  
pp. 238-246
Author(s):  
Siti Norzaimalina Abd Majid ◽  
Rosnani Ismail ◽  
Aisyah Hanum Abu Bakar
Keyword(s):  
Virtual Reality ◽  
English Language ◽  
Language Skills ◽  
Learning Experience ◽  
Current Trend ◽  
Advantages And Disadvantages ◽  
Use Of Technology ◽  
New Learning ◽  
Language Mastery ◽  
English Language Skills

The use of technology is so diversified and adaptable to various kinds of field including mastering English language skills. In numerous studies, technology has shown that it contributes to improve their language mastery, increase motivation, and promote better comprehension. Since we are moving from IR 3.0 to IR 4.0, it is good to keep up with the current trend in technology and use it for the students’ benefits. One of the technologies is virtual reality which includes the use of 360-degree video. This 360-degree video offers omnidirectional perspective and give almost realistic experience to learners especially when using together with head-mounted device. This type of video exposes students to a new learning experience that is different from watching video on the screen. Therefore, this study aims to uncover learners’ perspectives about the advantages and disadvantages of using 360-degree video in reading classroom.

scholarly journals Effectiveness of Virtual Reality and Interactive Simulators on Dental Education Outcomes: Systematic Review

2021 ◽  
Author(s):  
Rania Moussa ◽  
Amira Alghazaly ◽  
Nebras Althagafi ◽  
Rawah Eshky ◽  
Sary Borzangy
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Positive Impact ◽  
Dental Education ◽  
Dental Students ◽  
Cochrane Library ◽  
Virtual Technology ◽  
Education Outcomes ◽  
Positive Effects ◽  
Thomson Reuters

AbstractIn recent years, virtual reality and interactive digital simulations have been used in dental education to train dental students before interacting with real patients. Scientific evidence presented the application of virtual technology in dental education and some recent publications suggested that virtual and haptic technologies may have positive effects on dental education outcomes. The aim of this systematic review was to determine whether virtual technologies have positive effects on dental education outcomes and to explore the attitudes of dental students and educators toward these technologies. A thorough search was conducted in PubMed, Scopus, MEDLINE (via EBSCO), The Cochrane Library (via Wiley), Web of Science Core Collection (via Thomson Reuters), and Dentistry and Oral Science source (via EBSCO) using the keywords (student, dental) AND (education, dental) AND (virtual reality) OR (augmented reality) OR (haptics) OR (simulation) AND (dentistry) OR (dental medicine). The quality of the reported information was assessed following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement for systematic reviews. A total of 73 publications were considered for this review. Fifty-two of the selected studies showed significant improvement in educational outcomes and virtual technologies were positively perceived by all the participants. Within the limitations of this review, virtual technology appears to improve education outcomes in dental students. Further studies with larger samples and longer term clinical trials are needed to substantiate this potential positive impact of various virtual technologies on dental education outcomes.

scholarly journals Virtual Reality Application in Engineering Assembly Education: A Review

2018 ◽  
Vol 2 (6) ◽  
pp. 17-23
Author(s):  
Keyword(s):  
Virtual Reality ◽  
Virtual World ◽  
Industrial Revolution ◽  
Tertiary Education ◽  
Learning Experience ◽  
New Era ◽  
Advantages And Disadvantages ◽  
Explorative Learning ◽  
History Of ◽  
Education Needs

Education needs to change working life in order to improve and ensure the latest technology has been adopted to cater the new era of industrial revolution. To reach this, a technological-oriented education is required for students. In this section, Virtual Reality (VR) technology is useful to get empirical experience in tertiary education. Moreover, virtual world provides a hazard-free and explorative learning experience. This paper reviews the application of VR in engineering education. This work also covers the usage of VR application which begins with the history of VR application, reasons of VR in education, key elements for immersive VR collaboration, and types of VR systems. The input / output devices which involved in VR systems were also discussed. This paper also reviews VR systems classification and usage of VR in education systems. VR in design application was finally reviewed followed by the advantages and disadvantages of VR systems and VR hardware. The last section provides future trends and conclusion

scholarly journals Clinical teachers and intern doctors' perception about the effectiveness of ongoing internship programme in undergraduate dental education in Bangladesh

2017 ◽  
Vol 7 (2) ◽  
pp. 23-27
Author(s):  
Md Immam Hossin ◽  
Mohammad Faruque ◽  
Md Humayun Kabir Talukder ◽  
Md Rasel Ahmad ◽  
Md Abdullah Al Harun ◽  
...  
Keyword(s):  
Patient Care ◽  
Dental Education ◽  
Training Programme ◽  
Dental Students ◽  
Clinical Environment ◽  
Cross Sectional ◽  
Clinical Teachers ◽  
One Year ◽  
Structured Questionnaire ◽  
Internship Training

Background: For the first 20 years or so after formal education in dentistry commenced at Glasgow in 1879, the manner of learning technical and clinical procedures was little different from what it had been since immemorial. In other words dental students learned by watching others until it was felt that they could be trusted to perform the procedure themselves.Rationale: The intern year is the first level of hands-on training in dentistry and is an essential step in every dental surgeon's career. Opportunity to apply, consolidate and expand one's clinical knowledge, skills and also progressively increase one's responsibility for providing safe, high-quality patient care. Opportunity to develop overall patient management skill especially for the general dental practitioner. The intern year should provide a balance between education, training and clinical responsibility, enabling interns to develop the professional and personal competencies that result in good patient care and provide a foundation for lifelong learning.Objectives: The present study was undertaken to identify the clinical teachers and intern doctors' perception about the effectiveness of ongoing internship programme in undergraduate dental education in Bangladesh.Methods: This descriptive type of cross sectional study was conducted in six public and private dental colleges of Bangladesh. A semi-structured questionnaire based on 5-point Likert scale was used to collect the clinical teachers and intern doctors perceptions. The semi-structured questionnaire was prepared on the basis of logbook based internship training programme. Before administering the questionnaires to the respondents the investigator gave them an introductory idea about the purpose of the research.Results: The study revealed that the majority of the clinical teachers 97.4% mentioned that the duration of internship training programme (one year) is not adequate and according to 94.9% teachers' opinion the duration of internship training programme should be 2 years. On the other hand 87.4% intern doctors mentioned that the duration of internship training programme (one year) is not adequate 94.6% intern doctors mentioned that the duration of internship training programme should be two. Majority 55 % of the teachers mentioned that the training environment was almost supportive. Majority of the intern doctors mentioned that the environment was supportive to ensure adequate patients service.Conclusion: To ensure excellence in all aspects of internship training programme, it can be concluded that intern doctors must need to acquire sufficient competencies in most of the clinical areas for their daily practice. There are many areas for further improvement through evaluating and developing the internship training programme as well as the logbook and strengthening the clinical environment in the institutes.Bangladesh Journal of Medical Education Vol.7(2) 2016: 23-27

scholarly journals Views of students regarding effective clinical teaching and learning in dental education

2014 ◽  
Vol 2 (1) ◽  
pp. 1-5
Author(s):  
JA Ansary ◽  
I Ara ◽  
HK Talukder ◽  
ASMM Alam ◽  
S Amin ◽  
...  
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Clinical Training ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Dental Education ◽  
Group Discussion ◽  
Clinical Signs ◽  
Dental Students ◽  
Learning Session

This study explores the perceptions of students of the features of effective clinical teaching and learning in dental education. This was a qualitative study conducted in one government and one private dental college selected purposively. Study population was final year dental students of selected Dental colleges. A total of 29 students participated in this study. An open ended questionnaire was developed for the focus group discussion for the students. From the students focus group discussion the following seven themes were identified, (1) Organization of the teaching and learning session, (2) stimulating and encouraging teaching and learning session, (3) achieving goal, (4) learning objectives, (5) active participation, (6) scope of frequent brief practice, and (7) feedback. These themes were further subdivided into 26 sub-themes. The features of clinical training experiences that dental students perceived were effective. Our students perceived that authentic clinical experiences are important to their clinical learning, allowing them to see the patient as a whole, be the first medical contact for the patient, and take more responsibility of their own learning and apply patient-centered care. Students also identified the importance of the scope of clinical cases they saw in terms of numbers, variety, offering varied clinical signs and unusual and interesting cases. Our students also felt that their teachers’ positive attitudes, ability to establish a good supervisory relationship were important to learning. It has also been shown that students value good feedback in clinical teaching and learning. Our students also felt that the learning environment contributes to their learning.DOI: http://dx.doi.org/10.3329/bjme.v2i1.18129 Bangladesh Journal of Medical Education Vol.2(1) 2011: 1-5

ORAL HISTORY SOURCES AS LEARNING MATERIALS: A CASE STUDY OF THE NATIONAL UNIVERSITY OF SCIENCE AND TECHNOLOGY

2016 ◽  
Vol 3 (2) ◽  
pp. 82-93
Author(s):  
Gugulethu Shamaine Nkala ◽  
Rodreck David
Keyword(s):  
Oral History ◽  
Learning Experience ◽  
Science And Technology ◽  
Group Discussion ◽  
Human Interaction ◽  
Learning Material ◽  
Wide Range ◽  
National Archives ◽  
National University ◽  
Set Up

Knowledge presented by Oral History (OH) is unique in that it shares the tacit perspective, thoughts, opinions and understanding of the interviewee in its primary form. While teachers, lecturers and other education specialists have at their disposal a wide range of primary, secondary and tertiary sources upon which to relate and share or impart knowledge, OH presents a rich source of information that can improve the learning and knowledge impartation experience. The uniqueness of OH is presented in the following advantages of its use: it allows one to learn about the perspectives of individuals who might not otherwise appear in the historical record; it allows one to compensate for the digital age; one can learn different kinds of information; it provides historical actors with an opportunity to tell their own stories in their own words; and it offers a rich opportunity for human interaction. This article discusses the placement of oral history in the classroom set-up by investigating its use as a source of learning material presented by the National Archives of Zimbabwe to students in the Department of Records and Archives Management at the National University of Science and Technology (NUST). Interviews and a group discussion were used to gather data from an archivist at the National Archives of Zimbabwe, lecturers and students in the Department of Records and Archives Management at NUST, respectively. These groups were approached on the usability, uniqueness and other characteristics that support this type of knowledge about OH in a tertiary learning experience. The findings indicate several qualities that reflect the richness of OH as a teaching source material in a classroom set-up. It further points to weak areas that may be addressed where the source is considered a viable strategy for knowledge sharing and learning. The researchers present a possible model that can be used to champion the use of this rich knowledge source in classroom education at this university and in similar set-ups. 

Virtual classroom project

2017 ◽  
Author(s):  
Nicholas Gmeiner
Keyword(s):  
Virtual Reality ◽  
Students With Disabilities ◽  
Learning Experience ◽  
Virtual Classroom ◽  
Traditional Classroom ◽  
Video Capture ◽  
Interactive Learning Environment ◽  
Virtual Reality Technology ◽  
Virtual Classrooms ◽  
Classroom Project

This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learning environment.

scholarly journals Characteristics of dental note taking: a material based themed analysis of Swedish dental students

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Viveca Lindberg ◽  
Sofia Louca Jounger ◽  
Maria Christidis ◽  
Nikolaos Christidis
Keyword(s):  
Higher Education ◽  
Clinical Training ◽  
Literacy Practices ◽  
Dental Education ◽  
Structured Interview ◽  
Dental Students ◽  
Structured Interviews ◽  
New Literacy ◽  
New Literacy Studies ◽  
Writing Practices

Abstract Background The transition from upper secondary to higher education and from higher education to professional practice requires that students adapt to new literacy practices, academic and professional. However, there is a gap of knowledge regarding literacy practices in dental education. Therefore, the aim of this study was to identify what characterizes dental students’ notetaking and secondarily to determine what dental students express regarding their notetaking. Methods To analyze students’ perspectives about the purposes of notetaking and to examine their written notes in depth, three volunteer students, out of the 24 students that voluntarily and anonymously handed in their notes, were interviewed. The three undergraduate dental students that participated in this material-based, semi-structured interview study, framed within a New Literacy Studies approach, were on their third year (6th semester). The focus of these material-based interviews was on each student’s notes. Questions prepared for semi-structured interviews were open-ended and allowed for individual follow-up questions related to the interviewee’s answer. To analyze the outcome of the interviews a thematic analysis was used. Results From the material-based interviews eight themes that relate to what, how and for what purpose students write were discerned. These eight themes include professional vocabulary, core content as well as clinical examples that belong to what students read and write; multimodal accentuation as well as synthesis that belong to how students read and write; and mnemonic strategies, academic purposes, and professional purposes that belong to for what purpose students read and write. Conclusions Findings from the interviews indicate that the digital development, offering a variety of available tools, has expanded the notion of notetaking. This study identified that dental students’ notetaking has changed during their education from initially being synchronous, to also include multimodal and asynchronous writing, making notetaking more of a writing practice. Further, students’ writing practices seem to be motivated by their knowledge formation in relation to a subject matter, but also in relation to their experiences during clinical training. Although, our hypothesis was that the main purpose of notetaking and writing was to pass their course examinations, this study showed that students that were half-way through their dental education, are aware that literacy practices are for learning for their future profession, and not only for passing their exams.

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