Dental Student visits DentSim Lab NYC and finds the following helpful benefits:
"What’s really helpful is that DentSim shows you exactly where you made your mistake. You find that area on the DentSim screen, you look at your prep, and get a brain eye connection. One area affects you in multiple ways and with DentSim you really remember how to look for it, how to feel it, and how to correct it all at once.”
– Faheem Q, D1 UOP
Solutions to Preclinical Teaching Challenges in the Dental Curriculum using Augmented Reality Simulation (DentSim Simulator):
By Samuel Elhadad, DDS
Instructor & R&D, DentSim Lab NYC
USA Phone: 1-646-741-2103 xt 702
Challenge 1) A student cannot get ongoing feedback from the instructor during his drilling session especially during the sensitive initiation period of manual skills acquisition.
Solution 1) Enabling students to receive ongoing feedback of their preparation at any moment of the procedure at the time they need it the most optimizes learning potential.
Challenge 2) The message is delivered as a package of information (wall angle of 90 degrees, floor depth of 2.3mm, outline shape, etc.) which may confuse the student about where to start and which direction to take.
Solution 2) Focusing on developing and mastering skills individually guides the students through the entire process.
Challenge 3) The student relies on instructor feedback and availability and may not readily develop skills of self-assessment and critical thinking, which are the backbone of the clinical judgment.
Solution 3) Enabling the student to practice skills acquisition with self-assessment prepares the students for clinical challenges by developing critical thinking skills.
Challenge 4) Cavity preparation principles involve an understanding and a visualization of the 3 geometric planes (MD, BL, and OG). These may be difficult for the student to conceptualize using 2D materials.
Solution 4) Real-time 3D visualization during the preparation process allows the student to develop a mental image of the intended outcome.
Challenge 5) Students in traditional lab settings often evaluate their work with instructors after completing a portion of their work instead of during the process. Clinically unacceptable errors may be encountered more frequently after they are made rather than being prevented beforehand.
Solution 5) Assessment of ongoing process and not outcome is enabled by real time feedback.
Dental school, by the nature of the material taught, may be overwhelming for a newcomer.
Overnight, a student who previously excelled in theory and didactic classes is confronted with the challenges of performing manual skills which he has never encountered previously, in a very minute scale.
Acquiring new manual skills and dexterity, which will lay the groundwork for a solid foundation, depends on the teaching methods used from the very first day of dental school. Skills acquisition, along with conceptualization and mastery, relate directly to the teaching tools used to transfer knowledge and information from teacher to student. This is especially true in dentistry where the concepts of tooth preparation involve visualization in three dimensions
Arriving dental students in the first year of school are challenged by acquiring very fine manual skills and understanding 3D vision of the tooth. Having taught struggling students from US schools in a training center in New York City, it shows that the traditional methods of teaching can be updated.
The augmented reality technology allowed the teacher to be able break down the raw information of cavity preparation into individual steps. By doing so the student could work on each skill until he masters it and goes onto the next skill. That allows the student to master every single aspect of the preparation that could be transferred more efficiently when the student enters the clinic. Feedback, self-assessment and thinking forward are the key factors of this method of teaching. (Skills include: Depth, Wall Angles, Outline Shape, Centralization, Retention, Long-Axis, Handpiece Positioning, Ergonomics and Self-Assessment).
Method of research: Analyzing struggling points from a group of students at dental schools and providing solutions to their learning by using augmented reality simulation. Those difficulties that D1 students have could be avoided by using augmented reality technology from day 1 of dental school as we observed by also teaching predental students with augmented reality technology.