Lin Jing Uei, Xin Hui Yeo, Yiu Yan Leung, George Pelekos, Bilal Al Nawas, Nikos Mattheos
{"title":"计算机辅助植入手术：对教学、学习和教育策略的影响","authors":"Lin Jing Uei, Xin Hui Yeo, Yiu Yan Leung, George Pelekos, Bilal Al Nawas, Nikos Mattheos","doi":"10.1002/cre2.70197","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Objective</h3>\n \n <p>This white paper aimed to discuss educational strategies for teaching and learning of computer-assisted implant surgery (CAIS) within the wider dental curriculum, including the pedagogy, technologies, and challenges.</p>\n </section>\n \n <section>\n \n <h3> Material and Methods</h3>\n \n <p>A review of the available literature up to February 2025 was conducted, compiling existing evidence related to the application of CAIS in dental education, both through simulation and in clinical care. The findings were further integrated with expert opinions and current best practices in dental education in a panel discussion.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Guided CAIS demonstrated potential to enhance implant placement accuracy and increase confidence among novice surgeons. Dynamic CAIS (d-CAIS) could support broader cognitive and surgical skill development, whereas static CAIS (s-CAIS) showed limited utility as a comprehensive educational instrument. The sequence of learning between guided and non-guided techniques appears to be less critical than ensuring proficiency in both. Competence development with d-CAIS is incremental, unlike s-CAIS, where progress might be faster but involves mainly procedural skills. Key challenges remain for the implementation of CAIS in educational structures such as limited faculty expertise, high costs of digital equipment, limited interoperability of digital systems, and ethical or legal concerns regarding autonomy of technologies.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>CAIS has shown to be a valuable tool in teaching implant dentistry; its proper integration into dental education enhances the learners' experience and offers significant benefits for developing overall surgical competences. Current educational research is limited and primarily focused on the accuracy of implant placement, while practice of CAIS entails a very wide set of parameters encompassing the clinician, the workflow, the institution or clinic, and the patient. Future studies targeting educational interventions with a wider array of outcome measures would be required to help design effective educational strategies with CAIS.</p>\n </section>\n </div>","PeriodicalId":10203,"journal":{"name":"Clinical and Experimental Dental Research","volume":"11 4","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cre2.70197","citationCount":"0","resultStr":"{\"title\":\"Computer-Assisted Implant Surgery: Implications for Teaching, Learning, and Educational Strategies\",\"authors\":\"Lin Jing Uei, Xin Hui Yeo, Yiu Yan Leung, George Pelekos, Bilal Al Nawas, Nikos Mattheos\",\"doi\":\"10.1002/cre2.70197\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Objective</h3>\\n \\n <p>This white paper aimed to discuss educational strategies for teaching and learning of computer-assisted implant surgery (CAIS) within the wider dental curriculum, including the pedagogy, technologies, and challenges.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Material and Methods</h3>\\n \\n <p>A review of the available literature up to February 2025 was conducted, compiling existing evidence related to the application of CAIS in dental education, both through simulation and in clinical care. The findings were further integrated with expert opinions and current best practices in dental education in a panel discussion.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Guided CAIS demonstrated potential to enhance implant placement accuracy and increase confidence among novice surgeons. Dynamic CAIS (d-CAIS) could support broader cognitive and surgical skill development, whereas static CAIS (s-CAIS) showed limited utility as a comprehensive educational instrument. The sequence of learning between guided and non-guided techniques appears to be less critical than ensuring proficiency in both. Competence development with d-CAIS is incremental, unlike s-CAIS, where progress might be faster but involves mainly procedural skills. Key challenges remain for the implementation of CAIS in educational structures such as limited faculty expertise, high costs of digital equipment, limited interoperability of digital systems, and ethical or legal concerns regarding autonomy of technologies.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusion</h3>\\n \\n <p>CAIS has shown to be a valuable tool in teaching implant dentistry; its proper integration into dental education enhances the learners' experience and offers significant benefits for developing overall surgical competences. Current educational research is limited and primarily focused on the accuracy of implant placement, while practice of CAIS entails a very wide set of parameters encompassing the clinician, the workflow, the institution or clinic, and the patient. Future studies targeting educational interventions with a wider array of outcome measures would be required to help design effective educational strategies with CAIS.</p>\\n </section>\\n </div>\",\"PeriodicalId\":10203,\"journal\":{\"name\":\"Clinical and Experimental Dental Research\",\"volume\":\"11 4\",\"pages\":\"\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2025-07-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/cre2.70197\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Clinical and Experimental Dental Research\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/cre2.70197\",\"RegionNum\":0,\"RegionCategory\":null,\"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":"Clinical and Experimental Dental Research","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/cre2.70197","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"DENTISTRY, ORAL SURGERY & MEDICINE","Score":null,"Total":0}
Computer-Assisted Implant Surgery: Implications for Teaching, Learning, and Educational Strategies
Objective
This white paper aimed to discuss educational strategies for teaching and learning of computer-assisted implant surgery (CAIS) within the wider dental curriculum, including the pedagogy, technologies, and challenges.
Material and Methods
A review of the available literature up to February 2025 was conducted, compiling existing evidence related to the application of CAIS in dental education, both through simulation and in clinical care. The findings were further integrated with expert opinions and current best practices in dental education in a panel discussion.
Results
Guided CAIS demonstrated potential to enhance implant placement accuracy and increase confidence among novice surgeons. Dynamic CAIS (d-CAIS) could support broader cognitive and surgical skill development, whereas static CAIS (s-CAIS) showed limited utility as a comprehensive educational instrument. The sequence of learning between guided and non-guided techniques appears to be less critical than ensuring proficiency in both. Competence development with d-CAIS is incremental, unlike s-CAIS, where progress might be faster but involves mainly procedural skills. Key challenges remain for the implementation of CAIS in educational structures such as limited faculty expertise, high costs of digital equipment, limited interoperability of digital systems, and ethical or legal concerns regarding autonomy of technologies.
Conclusion
CAIS has shown to be a valuable tool in teaching implant dentistry; its proper integration into dental education enhances the learners' experience and offers significant benefits for developing overall surgical competences. Current educational research is limited and primarily focused on the accuracy of implant placement, while practice of CAIS entails a very wide set of parameters encompassing the clinician, the workflow, the institution or clinic, and the patient. Future studies targeting educational interventions with a wider array of outcome measures would be required to help design effective educational strategies with CAIS.
期刊介绍：
Clinical and Experimental Dental Research aims to provide open access peer-reviewed publications of high scientific quality representing original clinical, diagnostic or experimental work within all disciplines and fields of oral medicine and dentistry. The scope of Clinical and Experimental Dental Research comprises original research material on the anatomy, physiology and pathology of oro-facial, oro-pharyngeal and maxillofacial tissues, and functions and dysfunctions within the stomatognathic system, and the epidemiology, aetiology, prevention, diagnosis, prognosis and therapy of diseases and conditions that have an effect on the homeostasis of the mouth, jaws, and closely associated structures, as well as the healing and regeneration and the clinical aspects of replacement of hard and soft tissues with biomaterials, and the rehabilitation of stomatognathic functions. Studies that bring new knowledge on how to advance health on the individual or public health levels, including interactions between oral and general health and ill-health are welcome.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
