Digital dentistry is the wave of the future. Advancements in healthcare related technology have been on the rise, as well as research in ways to effectively integrate this new technology into the healthcare system. While simulation-based learning has long been the gold standard throughout dental care, the rise in technology now forces institutions to consider alternative methods of training. The COVID-19 pandemic shined a light on the need for institutions to embrace digital technology into their curriculum. Traditional methods of simulation-based training were limited due to quarantine, as the former required students to be physically present in the simulation laboratory. As a result, this left many students at a disadvantage prior to entering clinical practice. The incorporation of digital dentistry, however, has the power to enhance traditional learning methods that were previously disrupted by the global pandemic. With the development of technology, such as mixed reality (MR) haptic-based dental simulators (SimToCare Dente, Vreeland, the Netherlands), it allows students to improve their motor skills while also receiving instant feedback without the physical presence of an instructor.1,2
Previous technology required users to utilize three-dimensional eye goggles,3 however, with the latest development of MR simulators (SimToCare Dente), users simply look through a screen to easily jump from the virtual world to the real world. The addition of haptic feedback also allows for a more realistic experience. MR haptic-based dental simulators offer a myriad of benefits for the advancement of dental education. These simulators can provide immediate objective feedback, based off parameters given by the user. This is in contrast to the visual and subjective feedback that has been given in traditional preclinical laboratories via instructors. With the traditional method, students can speak with different instructors and receive different feedback on the same project. With the use of the dental simulators, this experience is eliminated, allowing for more precise improvement of skills and productivity in a preclinical setting. This novel method will not only increase the productivity of students, but also instructors, as they in turn will be able to spend more time with students who require additional attention. Technology like this allows instructors to follow the individual progression of a student. In the post-COVID era, this technology also allows for decreased consumption of resources including typodont teeth, burs, and personal protective equipment.
While the initial investment into technology as this may be of concern, this technology can be utilized among all specialties in dentistry. Procedures including implant placement, crown and bridge preparation (Fig. 1), and caries removal are just a few of the diverse procedures to choose from. Not only are there a limitless number of procedures, but there are also varying degrees of difficulty. As difficulty increases, the students’ mental imagery becomes enhanced leading to sharper precision in the varying procedures. By providing three-dimensional imagery, the user can view procedures from angles traditionally not possible. This capability can help reinforce concepts that are often difficult to grasp in the traditional setting including, line of draw and undercut pertaining to crown preparations. It has been suggested that the use of this technology in harmony with traditional methods of pre-clinical training, has the potential to empower students in their abilities before reaching the clinical setting.
Figure 1.
Mixed reality advanced dental simulator. (A) Integration of phantom head elements with haptic feel of virtual elements. (B) Virtual tooth preparation.
Declaration of competing interest
The authors have no conflicts of interest relevant to this article.
Acknowledgments
This work was not supported by any organizations.
References
- 1.Hsu M.H., Liu C.M., Chen C.J., Yang H.W., Chang Y.C. Virtual 3D tooth creation for personized haptic simulation training in access cavity preparation. J Dent Sci. 2022;17:1850–1853. doi: 10.1016/j.jds.2022.06.014. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 2.Lu M.Y., Peng C.Y., Chang Y.C. Interns' perception of haptic virtual reality oral surgery simulator learning for impacted lower third molar extraction. J Dent Sci. 2022;17:1825–1826. doi: 10.1016/j.jds.2022.07.006. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 3.Roy E., Bakr M.M., George R. The need for virtual reality simulators in dental education: a review. Saudi Dent J. 2017;29:41–47. doi: 10.1016/j.sdentj.2017.02.001. [DOI] [PMC free article] [PubMed] [Google Scholar]