Benefits and challenges of the integration of haptics‐enhanced virtual reality training within dental curricula

Felszeghy, Szabolcs, Mutluay, Murat, Liukkonen, Mikko, Flacco, Nicla, Bakr, Mahmoud M., Rampf, Sarah, Schick, Simona-Georgiana, Mushtaq, Faisal, Sittoni-Pino, Maria F., Ackerman, Kristin, Arias-Herrera, Santiago, Audsley, Ben, Bágyi, Kinga, Bell, Santiya, Bistey, Tamás, Byrne, Samantha, Carpegna, Giorgia, Carramolino-Cuéllar, Esther, da Costa, Juliana B., Durham, Mark R., Galán-Gil, Sónnica, Gerber, Gábor, González-Carrasco, Diego, Gourley, Kandace, Hermann, Péter, Huhtela, Outi, Hytönen, Hanna, Kämppi, Antti, Lampe, Michael, López-Roig, Carlos, Marincsák, Rita, Morton, David, Nagasawa, Masako, Nagy, Katalin, Nagy, László, Øilo, Marit, Orsini, Cesar ORCID: https://orcid.org/0000-0002-5226-3625, Palotie, Ulla, Pantea, Mihaela, Pasqualini, Damiano, Pétercsák, Anita, Pino-Valenzuela, Daniela, Quenta-Silva, Edgar, Ranauta, Amitha, Rederiene, Gitana, Riutord-Sbert, Pere, Rodakowska, Ewa J., Rodríguez-Hopp, María P., Saenz-Laguna-Saavedra, Mauricio, Suominen, Anna L., Tricio, Jorge, Voog-Oras, Ülle, Wolcott, Michael D., Usta, Sila Nur, Lingström, Peter, Shazib, Muhammad A., Manzanares-Céspedes, Maria C., Greany, Thomas J., Maggio, Margrit, Stolberg, Rebecca, Gülsün, Gül, Bencharit, Sompop and Quinn, Barry (2024) Benefits and challenges of the integration of haptics‐enhanced virtual reality training within dental curricula. Journal of Dental Education. ISSN 0022-0337

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Abstract

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.

Item Type:	Article
Faculty \ School:	Faculty of Medicine and Health Sciences > Norwich Medical School
Depositing User:	LivePure Connector
Date Deposited:	21 Nov 2024 15:30
Last Modified:	21 Dec 2024 01:11
URI:	https://ueaeprints.uea.ac.uk/id/eprint/97746
DOI:	10.1002/jdd.13800

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