Insights from the global education survey on the use of VR-haptics in dental education.

IF 1.8 Q3 DENTISTRY, ORAL SURGERY & MEDICINE
Frontiers in dental medicine Pub Date : 2025-04-24 eCollection Date: 2025-01-01 DOI:10.3389/fdmed.2025.1576646
Sompop Bencharit, Barry Quinn, Maria F Sittoni-Pino, Santiago Arias-Herrera, Simona-Georgiana Schick, Sarah Rampf, Samantha Byrne, Muhammad A Shazib, Ulf Örtengren, Walter Yu Hang Lam, Mikko Liukkonen, David Rice, Masako Nagasawa, Amitha Ranauta, Sobia Zafar, Kinga Bágyi, Thomas J Greany, Amirul Faiz Luai, Marit Øilo, Gitana Rederiene, Rebecca Stolberg, Gülsün Gül, Jorge Tricio, Reinhard Chun Wang Chau, Mihaela Pantea, Murat Mutluay, Peter Lingström, Ophir Klein, Sıla Nur Usta, Liisa Suominen, Szabolcs Felszeghy
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引用次数: 0

Abstract

Background: Haptics-enhanced virtual reality (VR-haptics), a supplementary tool for traditional oral health training, shows promise in enhancing knowledge acquisition, manual dexterity, performance, and student well-being.

Aim: The aim of this study was to understand dental educators' perceptions and needs regarding the acceptability and application of VR-haptics in dental education, as well as to gather suggestions for system improvements.

Methods: In this global cross-sectional study, the VR-Haptic Thinkers Consortium used a 28-item online questionnaire distributed to 1,023 participants by August 1, 2024. The survey included questions on general demographics, multiple choice and five-point Likert-style questions, and open-ended questions.

Results: A total of 378 responses were collected from 156 institutions. 57% of respondents had a dental doctorate degree and 59% had a PhD. VR-haptic trainers were used more often in preclinical training (94% of responses) than clinical training (46%). The three most common course types with VR-haptics incorporation were restorative, prosthodontic, and endodontic courses. Most respondents thought that the best approach to implementing VR-haptics is alongside phantom head training in the preclinical stage (58%). A third of the feedback on the challenges in VR-haptics utilization in dental training highlighted a need for further hardware and software development, while more than one-fourth cited economic issues in system acquisition and housing, and another one-fourth reported low acceptance of the technology among educators and students. The most mentioned enhancement requests for dental trainers were more diverse training scenarios (20%), improved software (19%) and hardware (19%) elements, and advancements in AI-based personalized training and monitoring (18%). Additionally, 10% of respondents suggested gamification features.

Conclusions: VR-haptic technology is constantly evolving and will likely become more and more accepted as an integral part of dental hand skill development to complement traditional preclinical training. Future research and development should emphasize transitioning from preclinical to clinical restorative, prosthodontic, endodontic, and implantology procedures as part of individualized education and patient care.

Abstract Image

Abstract Image

来自全球教育调查的关于在牙科教育中使用vr触觉的见解。
背景:触觉增强虚拟现实(VR-haptics)是传统口腔健康培训的补充工具,有望提高知识获取、手灵巧性、表现和学生幸福感。目的:本研究旨在了解牙科教育工作者对vr触觉技术在牙科教育中应用的认知和需求,并收集系统改进建议。方法:在这项全球横断面研究中,VR-Haptic思考者联盟使用了一份28项在线问卷,于2024年8月1日之前分发给1,023名参与者。该调查包括一般人口统计问题、多项选择题和李克特式五点题,以及开放式问题。结果:共收集了156所院校的378份问卷。57%的受访者拥有牙科博士学位,59%的受访者拥有博士学位。vr触觉训练器在临床前培训(94%)中使用的频率高于临床培训(46%)。与vr触觉结合的三种最常见的疗程类型是修复、修复和牙髓治疗。大多数受访者认为,实施vr触觉的最佳方法是在临床前阶段进行模拟头部训练(58%)。关于在牙科培训中使用vr触觉技术所面临的挑战,三分之一的反馈强调需要进一步的硬件和软件开发,而超过四分之一的反馈提到了系统购置和住房方面的经济问题,另外四分之一的反馈认为教育工作者和学生对这项技术的接受程度很低。牙科培训师提到最多的改进要求是更多样化的培训场景(20%),改进软件(19%)和硬件(19%)元素,以及改进基于人工智能的个性化培训和监控(18%)。此外,10%的受访者建议游戏化功能。结论:vr触觉技术正在不断发展,并可能越来越多地被接受为牙科手技能发展的一个组成部分,以补充传统的临床前培训。未来的研究和发展应强调从临床前到临床修复、修复、牙髓和种植手术的过渡,作为个体化教育和患者护理的一部分。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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