Szabolcs Felszeghy, Murat Mutluay, Mikko Liukkonen, Nicla Flacco, Mahmoud M Bakr, Sarah Rampf, Simona-Georgiana Schick, Faisal Mushtaq, Maria F Sittoni-Pino, Kristin Ackerman, Santiago Arias-Herrera, Ben Audsley, Kinga Bágyi, Santiya Bell, Tamás Bistey, Samantha Byrne, Giorgia Carpegna, Esther Carramolino-Cuéllar, Juliana B da Costa, Mark R Durham, Sónnica Galán-Gil, Gábor Gerber, Diego González-Carrasco, Kandace Gourley, Péter Hermann, Outi Huhtela, Hanna Hytönen, Antti Kämppi, Michael Lampe, Carlos López-Roig, Rita Marincsák, David Morton, Masako Nagasawa, Katalin Nagy, László Nagy, Marit Øilo, Cesar Orsini, Ulla Palotie, Mihaela Pantea, Damiano Pasqualini, Anita Pétercsák, Daniela Pino-Valenzuela, Edgar Quenta-Silva, Amitha Ranauta, Gitana Rederiene, Pere Riutord-Sbert, Ewa J Rodakowska, María P Rodríguez-Hopp, Mauricio Saenz-Laguna-Saavedra, Anna L Suominen, Jorge Tricio, Ülle Voog-Oras, Michael D Wolcott, Sila Nur Usta, Peter Lingström, Muhammad A Shazib, Maria C Manzanares-Céspedes, Thomas J Greany, Margrit Maggio, Rebecca Stolberg, Gül Gülsün, Sompop Bencharit, Barry Quinn
{"title":"在牙科课程中整合触觉增强型虚拟现实培训的益处与挑战。","authors":"Szabolcs Felszeghy, Murat Mutluay, Mikko Liukkonen, Nicla Flacco, Mahmoud M Bakr, Sarah Rampf, Simona-Georgiana Schick, Faisal Mushtaq, Maria F Sittoni-Pino, Kristin Ackerman, Santiago Arias-Herrera, Ben Audsley, Kinga Bágyi, Santiya Bell, Tamás Bistey, Samantha Byrne, Giorgia Carpegna, Esther Carramolino-Cuéllar, Juliana B da Costa, Mark R Durham, Sónnica Galán-Gil, Gábor Gerber, Diego González-Carrasco, Kandace Gourley, Péter Hermann, Outi Huhtela, Hanna Hytönen, Antti Kämppi, Michael Lampe, Carlos López-Roig, Rita Marincsák, David Morton, Masako Nagasawa, Katalin Nagy, László Nagy, Marit Øilo, Cesar Orsini, Ulla Palotie, Mihaela Pantea, Damiano Pasqualini, Anita Pétercsák, Daniela Pino-Valenzuela, Edgar Quenta-Silva, Amitha Ranauta, Gitana Rederiene, Pere Riutord-Sbert, Ewa J Rodakowska, María P Rodríguez-Hopp, Mauricio Saenz-Laguna-Saavedra, Anna L Suominen, Jorge Tricio, Ülle Voog-Oras, Michael D Wolcott, Sila Nur Usta, Peter Lingström, Muhammad A Shazib, Maria C Manzanares-Céspedes, Thomas J Greany, Margrit Maggio, Rebecca Stolberg, Gül Gülsün, Sompop Bencharit, Barry Quinn","doi":"10.1002/jdd.13800","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Haptics-enhanced virtual reality (VR-haptic) simulation in dental education has evolved considerably during the past decade, representing a promising resource of simulation-based training opportunities to support conventional practice. We aim to summarize current literature on the applications of VR-haptics in learning, practicing, and teaching dental education.</p><p><strong>Methods: </strong>A literature search was performed using PubMed, focusing on research articles published between January 2010 and January 2024. Out of the 667 articles that matched the search terms (dentistry, education, haptic, teaching, training, virtual reality), 105 were screened, and 42 were eligible for full-text reading and utilization. Findings from an ongoing educator survey on the use of VR-haptics in dental education have also been provided.</p><p><strong>Results: </strong>VR-haptic simulation has been shown to have a supportive role in dental simulation practice. Despite training within a digital world, hand skill transfer to the real world has been demonstrated, which affords educators more flexibility in how to train their students before and during traditional preclinical and clinical practical education. The individualized VR-haptic training and feedback help students in mastering essential working techniques, while also increasing engagement and motivation.</p><p><strong>Conclusions: </strong>VR-haptics-supported dental education can help students effectively address challenges during their preclinical and clinical training, as well as in their subsequent careers, and it may help mitigate some weaknesses of the current educational system. Validation is a key factor for the acceptance of VR-haptic simulators; thus, further research and verification are needed before VR-haptics could be considered a primary hand skill development method of learning in dental education. VR-haptic simulation may in the future be used as an assessment tool for the students' and clinicians' credentialing process.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Benefits and challenges of the integration of haptics-enhanced virtual reality training within dental curricula.\",\"authors\":\"Szabolcs Felszeghy, Murat Mutluay, Mikko Liukkonen, Nicla Flacco, Mahmoud M Bakr, Sarah Rampf, Simona-Georgiana Schick, Faisal Mushtaq, Maria F Sittoni-Pino, Kristin Ackerman, Santiago Arias-Herrera, Ben Audsley, Kinga Bágyi, Santiya Bell, Tamás Bistey, Samantha Byrne, Giorgia Carpegna, Esther Carramolino-Cuéllar, Juliana B da Costa, Mark R Durham, Sónnica Galán-Gil, Gábor Gerber, Diego González-Carrasco, Kandace Gourley, Péter Hermann, Outi Huhtela, Hanna Hytönen, Antti Kämppi, Michael Lampe, Carlos López-Roig, Rita Marincsák, David Morton, Masako Nagasawa, Katalin Nagy, László Nagy, Marit Øilo, Cesar Orsini, Ulla Palotie, Mihaela Pantea, Damiano Pasqualini, Anita Pétercsák, Daniela Pino-Valenzuela, Edgar Quenta-Silva, Amitha Ranauta, Gitana Rederiene, Pere Riutord-Sbert, Ewa J Rodakowska, María P Rodríguez-Hopp, Mauricio Saenz-Laguna-Saavedra, Anna L Suominen, Jorge Tricio, Ülle Voog-Oras, Michael D Wolcott, Sila Nur Usta, Peter Lingström, Muhammad A Shazib, Maria C Manzanares-Céspedes, Thomas J Greany, Margrit Maggio, Rebecca Stolberg, Gül Gülsün, Sompop Bencharit, Barry Quinn\",\"doi\":\"10.1002/jdd.13800\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Haptics-enhanced virtual reality (VR-haptic) simulation in dental education has evolved considerably during the past decade, representing a promising resource of simulation-based training opportunities to support conventional practice. We aim to summarize current literature on the applications of VR-haptics in learning, practicing, and teaching dental education.</p><p><strong>Methods: </strong>A literature search was performed using PubMed, focusing on research articles published between January 2010 and January 2024. Out of the 667 articles that matched the search terms (dentistry, education, haptic, teaching, training, virtual reality), 105 were screened, and 42 were eligible for full-text reading and utilization. Findings from an ongoing educator survey on the use of VR-haptics in dental education have also been provided.</p><p><strong>Results: </strong>VR-haptic simulation has been shown to have a supportive role in dental simulation practice. Despite training within a digital world, hand skill transfer to the real world has been demonstrated, which affords educators more flexibility in how to train their students before and during traditional preclinical and clinical practical education. The individualized VR-haptic training and feedback help students in mastering essential working techniques, while also increasing engagement and motivation.</p><p><strong>Conclusions: </strong>VR-haptics-supported dental education can help students effectively address challenges during their preclinical and clinical training, as well as in their subsequent careers, and it may help mitigate some weaknesses of the current educational system. Validation is a key factor for the acceptance of VR-haptic simulators; thus, further research and verification are needed before VR-haptics could be considered a primary hand skill development method of learning in dental education. VR-haptic simulation may in the future be used as an assessment tool for the students' and clinicians' credentialing process.</p>\",\"PeriodicalId\":50216,\"journal\":{\"name\":\"Journal of Dental Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2024-12-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Dental Education\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1002/jdd.13800\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"DENTISTRY, ORAL SURGERY & MEDICINE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Dental Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1002/jdd.13800","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"DENTISTRY, ORAL SURGERY & MEDICINE","Score":null,"Total":0}
Benefits and challenges of the integration of haptics-enhanced virtual reality training within dental curricula.
Background: Haptics-enhanced virtual reality (VR-haptic) simulation in dental education has evolved considerably during the past decade, representing a promising resource of simulation-based training opportunities to support conventional practice. We aim to summarize current literature on the applications of VR-haptics in learning, practicing, and teaching dental education.
Methods: A literature search was performed using PubMed, focusing on research articles published between January 2010 and January 2024. Out of the 667 articles that matched the search terms (dentistry, education, haptic, teaching, training, virtual reality), 105 were screened, and 42 were eligible for full-text reading and utilization. Findings from an ongoing educator survey on the use of VR-haptics in dental education have also been provided.
Results: VR-haptic simulation has been shown to have a supportive role in dental simulation practice. Despite training within a digital world, hand skill transfer to the real world has been demonstrated, which affords educators more flexibility in how to train their students before and during traditional preclinical and clinical practical education. The individualized VR-haptic training and feedback help students in mastering essential working techniques, while also increasing engagement and motivation.
Conclusions: VR-haptics-supported dental education can help students effectively address challenges during their preclinical and clinical training, as well as in their subsequent careers, and it may help mitigate some weaknesses of the current educational system. Validation is a key factor for the acceptance of VR-haptic simulators; thus, further research and verification are needed before VR-haptics could be considered a primary hand skill development method of learning in dental education. VR-haptic simulation may in the future be used as an assessment tool for the students' and clinicians' credentialing process.
期刊介绍：
The Journal of Dental Education (JDE) is a peer-reviewed monthly journal that publishes a wide variety of educational and scientific research in dental, allied dental and advanced dental education. Published continuously by the American Dental Education Association since 1936 and internationally recognized as the premier journal for academic dentistry, the JDE publishes articles on such topics as curriculum reform, education research methods, innovative educational and assessment methodologies, faculty development, community-based dental education, student recruitment and admissions, professional and educational ethics, dental education around the world and systematic reviews of educational interest. The JDE is one of the top scholarly journals publishing the most important work in oral health education today; it celebrated its 80th anniversary in 2016.
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