Carlos M Serrano, María J Atenas, Patricio J Rodriguez, Johanna M Vervoorn
{"title":"From Virtual Reality to Reality: Fine-Tuning the Taxonomy for Extended Reality Simulation in Dental Education.","authors":"Carlos M Serrano, María J Atenas, Patricio J Rodriguez, Johanna M Vervoorn","doi":"10.1111/eje.13064","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Digital simulation in dental education has substantially evolved, addressing several educational challenges in dentistry. Following global lockdowns and sustainability concerns, dental educators are increasingly adopting digital simulation to enhance or replace traditional training methods. This review aimed to contribute to a uniform taxonomy for extended reality (XR) simulation within dental education.</p><p><strong>Methods: </strong>This scoping review followed the PRISMA and PRISMA-ScR guidelines. PubMed/MEDLINE, EMBASE, Web of Science and Google Scholar were searched. Eligible studies included English-written publications in indexed journals related to digital simulation in dental/maxillofacial education, providing theoretical descriptions of extended reality (XR) and/or immersive training tools (ITT). The outcomes of the scoping review were used as building blocks for a uniform of XR-simulation taxonomy.</p><p><strong>Results: </strong>A total of 141 articles from 2004 to 2024 were selected and categorised into Virtual Reality (VR), Mixed Reality (MR), Augmented Reality (AR), Augmented Virtuality (AV) and Computer Simulation (CS). Stereoscopic vision, immersion, interaction, modification and haptic feedback were identified as recurring features across XR-simulation in dentistry. These features formed the basis for a general XR-simulation taxonomy.</p><p><strong>Discussion: </strong>While XR-simulation features were consistent in the literature, the variety of definitions and classifications complicated the development of a taxonomy framework. VR was frequently used as an umbrella term. To address this, operational definitions were proposed for each category within the virtuality continuum, clarifying distinctions and commonalities.</p><p><strong>Conclusion: </strong>This scoping review highlights the need for a uniform taxonomy in XR simulation within dental education. Establishing a consensus on XR-related terminology and definitions facilitates future research, allowing clear evidence reporting and analysis. The proposed taxonomy may also be of use for medical education, promoting alignment and the creation of a comprehensive body of evidence in XR technologies.</p>","PeriodicalId":50488,"journal":{"name":"European Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Dental Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1111/eje.13064","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"DENTISTRY, ORAL SURGERY & MEDICINE","Score":null,"Total":0}
引用次数: 0
Abstract
Introduction: Digital simulation in dental education has substantially evolved, addressing several educational challenges in dentistry. Following global lockdowns and sustainability concerns, dental educators are increasingly adopting digital simulation to enhance or replace traditional training methods. This review aimed to contribute to a uniform taxonomy for extended reality (XR) simulation within dental education.
Methods: This scoping review followed the PRISMA and PRISMA-ScR guidelines. PubMed/MEDLINE, EMBASE, Web of Science and Google Scholar were searched. Eligible studies included English-written publications in indexed journals related to digital simulation in dental/maxillofacial education, providing theoretical descriptions of extended reality (XR) and/or immersive training tools (ITT). The outcomes of the scoping review were used as building blocks for a uniform of XR-simulation taxonomy.
Results: A total of 141 articles from 2004 to 2024 were selected and categorised into Virtual Reality (VR), Mixed Reality (MR), Augmented Reality (AR), Augmented Virtuality (AV) and Computer Simulation (CS). Stereoscopic vision, immersion, interaction, modification and haptic feedback were identified as recurring features across XR-simulation in dentistry. These features formed the basis for a general XR-simulation taxonomy.
Discussion: While XR-simulation features were consistent in the literature, the variety of definitions and classifications complicated the development of a taxonomy framework. VR was frequently used as an umbrella term. To address this, operational definitions were proposed for each category within the virtuality continuum, clarifying distinctions and commonalities.
Conclusion: This scoping review highlights the need for a uniform taxonomy in XR simulation within dental education. Establishing a consensus on XR-related terminology and definitions facilitates future research, allowing clear evidence reporting and analysis. The proposed taxonomy may also be of use for medical education, promoting alignment and the creation of a comprehensive body of evidence in XR technologies.
数字模拟在牙科教育中有了实质性的发展，解决了牙科教育中的几个挑战。在全球封锁和可持续性问题之后，牙科教育工作者越来越多地采用数字模拟来加强或取代传统的培训方法。本综述旨在为牙科教育中扩展现实（XR）模拟的统一分类做出贡献。方法：本综述遵循PRISMA和PRISMA- scr指南。检索了PubMed/MEDLINE、EMBASE、Web of Science和b谷歌Scholar。符合条件的研究包括在索引期刊上发表的与牙科/颌面教育数字模拟相关的英文论文，提供扩展现实（XR）和/或沉浸式培训工具（ITT）的理论描述。范围审查的结果被用作统一的xr模拟分类法的构建块。结果：从2004年到2024年共选取了141篇文章，并将其分类为虚拟现实（VR）、混合现实（MR）、增强现实（AR）、增强虚拟（AV）和计算机模拟（CS）。立体视觉、沉浸、交互、修改和触觉反馈被认为是牙科x射线模拟中反复出现的特征。这些特性构成了一般xr模拟分类法的基础。讨论：虽然xr模拟特性在文献中是一致的，但各种定义和分类使分类法框架的开发变得复杂。VR经常被用作一个总括性术语。为了解决这个问题，为虚拟连续体中的每个类别提出了操作定义，澄清了区别和共同点。结论：这一范围审查强调需要一个统一的分类在牙科教育中的x射线成像模拟。在xr相关术语和定义上建立共识有助于未来的研究，允许明确的证据报告和分析。拟议的分类法也可用于医学教育，促进XR技术的一致性和建立全面的证据体系。
期刊介绍：
The aim of the European Journal of Dental Education is to publish original topical and review articles of the highest quality in the field of Dental Education. The Journal seeks to disseminate widely the latest information on curriculum development teaching methodologies assessment techniques and quality assurance in the fields of dental undergraduate and postgraduate education and dental auxiliary personnel training. The scope includes the dental educational aspects of the basic medical sciences the behavioural sciences the interface with medical education information technology and distance learning and educational audit. Papers embodying the results of high-quality educational research of relevance to dentistry are particularly encouraged as are evidence-based reports of novel and established educational programmes and their outcomes.
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