Journal articles: 'Virtual Reality, haptic, education simulator, dental education'

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Chehabeddine, Said, Muhammad Hassan Jamil, Wanjoo Park, Dianne L. Sefo, Peter M. Loomer, and Mohamad Eid. "Bi-manual Haptic-based Periodontal Simulation with Finger Support and Vibrotactile Feedback." ACM Transactions on Multimedia Computing, Communications, and Applications 17, no. 1 (April 16, 2021): 1–17. http://dx.doi.org/10.1145/3421765.

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The rise of virtual reality and haptic technologies has created exciting new applications in medical training and education. In a dental simulation, haptic technology can create the illusion of substances (teeth, gingiva, bone, etc.) by providing interaction forces within a simulated virtual world of the mouth. In this article, a haptic periodontal training simulation system, named Haptodont, is developed and evaluated for simulating periodontal probing. Thirty-two faculty members from New York University College of Dentistry were recruited and divided into three groups to evaluate three fundamental functionalities: Group 1 evaluated bi-manual 3 Degrees of Freedome (DoF) haptic interaction, Group 2 evaluated bi-manual 3 DoF haptic interaction with a finger support mechanism, and Group 3 evaluated bi-manual 3 DoF haptic interaction with finger support mechanism and vibrotactile feedback. The probe and mirror interactions were simulated with the Geomagic Touch haptic device whereas the finger support was implemented using the Novint Falcon device. The three groups conducted two probing tasks: healthy gingiva scenario with no pockets (2- to 3-mm depth) and periodontitis scenario with deep pockets (4- to 8-mm depth). Results demonstrated that experts performed comparably to clinical settings in terms of probing depth error (within 0.3 to 0.6 mm) and probing forces (less than 0.5 N). Furthermore, the finger support mechanism significantly improved the probing accuracy for periodontitis condition in the lingual region. The argument that probing the lingual region is more difficult than the buccal region is supported by quantitative evidence (significantly higher probing depth error and probing force). Further research is planned to improve the usability of the finger support, integrate the Haptodont system into the pre-clinical curriculum, and evaluate the Haptodont system with dental students as a learning tool.

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Mirghani, I., F. Mushtaq, M. J. Allsop, L. M. Al-Saud, N. Tickhill, C. Potter, A. Keeling, M. A. Mon-Williams, and M. Manogue. "Capturing differences in dental training using a virtual reality simulator." European Journal of Dental Education 22, no. 1 (November 19, 2016): 67–71. http://dx.doi.org/10.1111/eje.12245.

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Prasad, M. S. Raghu, Muniyandi Manivannan, Govindan Manoharan, and S. M. Chandramohan. "Objective Assessment of Laparoscopic Force and Psychomotor Skills in a Novel Virtual Reality-Based Haptic Simulator." Journal of Surgical Education 73, no. 5 (September 2016): 858–69. http://dx.doi.org/10.1016/j.jsurg.2016.04.009.

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Imber, S., G. Shapira, M. Gordon, H. Judes, and Z. Metzger. "A virtual reality dental simulator predicts performance in an operative dentistry manikin course." European Journal of Dental Education 7, no. 4 (November 2003): 160–63. http://dx.doi.org/10.1034/j.1600-0579.2003.00299.x.

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Rees, Nigel, Neil Vaughan, Thomas W. Day, Keith Dorrington, Lloyd Rees, and Nigel W. John. "ParaVR: a virtual reality training simulator for paramedic skills maintenance." Journal of Paramedic Practice 12, no. 12 (December 2, 2020): 478–86. http://dx.doi.org/10.12968/jpar.2020.12.12.478.

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Background: Virtual reality (VR) technology is emerging as a powerful tool in medical training and has potential benefits for paramedic education. Aim: The aim of this paper is to report the development of ParaVR, which uses VR to maintain paramedics' skills. Methods: Computer scientists at the University of Chester and the Welsh Ambulance Services NHS Trust (WAST) developed ParaVR in four stages: identifying requirements and specifications; alpha version development; beta version development; and management—development of software, further funding and commercialisation. Results: Needle cricothyrotomy and needle thoracostomy emerged as candidates for the prototype ParaVR. The Oculus Rift head-mounted display was combined with Novint Falcon haptic device and a virtual environment crafted using 3D modelling software, which was ported to the Oculus Go virtual reality headset and the Google Cardboard VR platform. Conclusion: VR is an emerging educational tool with the potential to enhance paramedic skills development and maintenance. The ParaVR programme is the first step in the authors' development, testing and scaling up of this technology.

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Qin, Jing, Kup-Sze Choi, Wai-Man Pang, Zhang Yi, and Pheng-Ann Heng. "Collaborative Virtual Surgery: Techniques, Applications and Challenges." International Journal of Virtual Reality 9, no. 3 (January 1, 2010): 1–7. http://dx.doi.org/10.20870/ijvr.2010.9.3.2773.

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While considerable effort has been dedicated to improve medical education with virtual reality based surgical simulators, relatively little attention is given to the simulation of the collaborative procedures in distributed environments. In this paper, we first present a literature review of techniques involved in the development of collaborative simulators, including network architecture, transmission protocol, collaboration mechanism, schedule algorithm, collaborative user-interaction feature and haptic communication. We introduce the details of each technique and discuss the advantages and drawbacks. Then, we review some of the existing applications to illustrate how to apply these techniques to implement an efficient and robust collaborative simulator. Finally, we discuss the challenges that need to be addressed in the future.

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Frey, Martin, Jens Hoogen, Rainer Burgkart, and Robert Riener. "Physical Interaction with a Virtual Knee Joint—The 9 DOF Haptic Display of the Munich Knee Joint Simulator." Presence: Teleoperators and Virtual Environments 15, no. 5 (October 1, 2006): 570–87. http://dx.doi.org/10.1162/pres.15.5.570.

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In specific fields, medical education at many universities is rather theoretical and the amount of practical training is limited. A significant improvement can be achieved using virtual reality training stations with lifelike visual, acoustic, tactile, and kinesthetic feedback. Particularly, when simulating procedures that require direct contact with the patient body, a realistic haptic simulation addressing tactile and kinesthetic senses can be essential for the acceptance of virtual simulation stations. A purely passive phantom may provide realistic haptic feedback, but its properties cannot be changed over time. This paper presents the haptic display of the Munich Knee Joint Simulator, which was developed to improve training and education of physical knee joint examinations. The haptic interface comprises a combination of passive phantom segments providing realistic tactile sensations, and strong actuators generating highly dynamic kinesthetic force feedback. A 3 degree of freedom (DOF) manipulator was developed in this study to drive the thigh prosthesis and one 6 DOF industrial robot was used to actuate the shank prosthesis. Both manipulators are driven by hybrid admittance-impedance controllers capable of simulating the complex dynamics of the thigh and the shank. Both actuators are equipped with a 6 DOF force torque sensor and they are virtually coupled by an analytical knee joint model. The proposed setup is capable of simulating a mechanical stiffness as high as 80 kN/m in the translatory DOF and simultaneously allows free motion in the rotatory DOF. Experimental tests of the simulator with orthopedic physicians proved the usability of the proposed concept.

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Shen, Yang, Zhaoxue Wang, Aimin Hao, Peng Yu, Xuesong Zhai, and Haipeng Wang. "Investigating the Effect of VR + Haptics Approach on Students’ Flow Experience and Outcomes: An Empirical Study on VR Laparoscopy." Complexity 2021 (August 31, 2021): 1–10. http://dx.doi.org/10.1155/2021/9496152.

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Background. Virtual reality-based surgery training has become a promising trend in the sector of clinical education. Prior studies have confirmed the effectiveness of VR-based surgical simulators on training surgeons. Most existing papers employing subjective methods explored the students’ overall perceptions of surgical skills. However, few studies, from the multidimension perspective of learning performance, investigate how VR improves surgery skills. Participants. 37 college students were recruited in comparative experimental research. The experimental group was equipped with a VR + haptic surgical simulator, while the VR simulator without haptic feedback was used for the control group. Method. The study resorted to physiological approaches to investigate the influence of the VR laparoscopic surgical training system on students’ performance. Results. The experimental group scored higher than the control group in flow experience and has better performance in the four dimensions of operation evaluation skills. Conclusion. The study deposited that learners are more likely to exert to flow experience in a learning situation with haptic feedback, which will further improve medical students’ performance.

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Zitzmann, Nicola U., Lea Matthisson, Harald Ohla, and Tim Joda. "Digital Undergraduate Education in Dentistry: A Systematic Review." International Journal of Environmental Research and Public Health 17, no. 9 (May 7, 2020): 3269. http://dx.doi.org/10.3390/ijerph17093269.

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The aim of this systematic review was to investigate current penetration and educational quality enhancements from digitalization in the dental curriculum. Using a modified PICO strategy, the literature was searched using PubMed supplemented with a manual search to identify English-language articles published between 1994 and 2020 that reported the use of digital techniques in dental education. A total of 211 articles were identified by electronic search, of which 55 articles were selected for inclusion and supplemented with 27 additional publications retrieved by manual search, resulting in 82 studies that were included in the review. Publications were categorized into five areas of digital dental education: Web-based knowledge transfer and e-learning, digital surface mapping, dental simulator motor skills (including intraoral optical scanning), digital radiography, and surveys related to the penetration and acceptance of digital education. This review demonstrates that digitalization offers great potential to revolutionize dental education to help prepare future dentists for their daily practice. More interactive and intuitive e-learning possibilities will arise to stimulate an enjoyable and meaningful educational experience with 24/7 facilities. Augmented and virtual reality technology will likely play a dominant role in the future of dental education.

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Yudkowsky, Rachel, Cristian Luciano, Pat Banerjee, Alan Schwartz, Ali Alaraj, G. Michael Lemole, Fady Charbel, et al. "Practice on an Augmented Reality/Haptic Simulator and Library of Virtual Brains Improves Residents’ Ability to Perform a Ventriculostomy." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 8, no. 1 (February 2013): 25–31. http://dx.doi.org/10.1097/sih.0b013e3182662c69.

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Joseph, Fredrick Johnson, Stefan Weber, Andreas Raabe, and David Bervini. "Neurosurgical simulator for training aneurysm microsurgery—a user suitability study involving neurosurgeons and residents." Acta Neurochirurgica 162, no. 10 (August 11, 2020): 2313–21. http://dx.doi.org/10.1007/s00701-020-04522-3.

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Abstract Background Due to its complexity and to existing treatment alternatives, exposure to intracranial aneurysm microsurgery at the time of neurosurgical residency is limited. The current state of the art includes training methods like assisting in surgeries, operating under supervision, and video training. These approaches are labor-intensive and difficult to fit into a timetable limited by the new work regulations. Existing virtual reality (VR)–based training modules lack patient-specific exercises and haptic properties and are thus inferior to hands-on training sessions and exposure to real surgical procedures. Materials and methods We developed a physical simulator able to reproduce the experience of clipping an intracranial aneurysm based on a patient-specific 3D-printed model of the skull, brain, and arteries. The simulator is made of materials that not only imitate tissue properties including arterial wall patency, thickness, and elasticity but also able to recreate a pulsatile blood flow. A sample group of 25 neurosurgeons and residents (n = 16: early residency with less than 4 years of neurosurgical exposure; n = 9: late residency and board-certified neurosurgeons, 4–15 years of neurosurgical exposure) took part to the study. Participants evaluated the simulator and were asked to answer questions about surgical simulation anatomy, realism, haptics, tactility, and general usage, scored on a 5-point Likert scale. In order to evaluate the feasibility of a future validation study on the role of the simulator in neurosurgical postgraduate training, an expert neurosurgeon assessed participants’ clipping performance and a comparison between groups was done. Results The proposed simulator is reliable and potentially useful for training neurosurgical residents and board-certified neurosurgeons. A large majority of participants (84%) found it a better alternative than conventional neurosurgical training methods. Conclusion The integration of a new surgical simulator including blood circulation and pulsatility should be considered as part of the future armamentarium of postgraduate education aimed to ensure high training standards for current and future generations of neurosurgeons involved in intracranial aneurysm surgery.

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Stewart, Lygia, and Elizabeth De La Rosa. "Creation of a High Fidelity, Cost Effective, Real World Surgical Simulation for Surgical Education." Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 10, no. 1 (June 2021): 147. http://dx.doi.org/10.1177/2327857921101081.

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Background How do surgical residents learn to operate? What is a surgical plane? How does one learn to see and dissect the plane? How do surgical residents learn tissue handling and suturing (sewing)? One method to learn and practice performing surgery is through the use of simulation training. Surgical training models include laparoscopic box trainers (a plastic box with holes for instruments) with synthetic materials inside to simulate tissues, or computer-based virtual reality simulation for laparoscopic, endoscopic, and robotic techniques. These methods, however, do not use real tissues. They lack the haptic and kinesthetic feedback of real tissue. These simulations fail to recreate the fidelity of soft tissues, do not foster the ability to accurately see surgical planes, do not accurately mimic the act of dissecting surgical planes, do not allow for complex surgical procedures, and do not provide accurate experience to learn tissue handling and suturing. Despite their poor performance, these plastic and virtual trainers are extremely costly to purchase, maintain, and keep up to date - with prices starting at $700 for basic plastic training boxes to thousands of dollars for virtual simulation. Also, there are additional costs of maintenance and software curriculum. Despite the cost of software, virtual simulators do not include a simulation for every surgery. Our aim was to create a life-like surgical simulation as close to real world as possible that allows trainees to learn how to see and dissect surgical planes, learn how soft tissues move, and learn the dynamics of soft tissue manipulation. We created a laparoscopic simulator using porcine tissues for gallbladder removal, acid reflux surgery, and surgery to treat swallowing difficulties (cholecystectomy, Nissen fundoplication, and Heller myotomy, respectively). Second year general surgery residents were able to practice these procedures on real tissues, enabling them to learn the steps of each procedure, increase manual dexterity, improve use of laparoscopic equipment, all while maintaining life-like haptic, soft-tissue feedback and enabling them to develop the ability to see real surgical planes. Methods The abdomen was recreated by purchasing intact porcine liver, gallbladder, (Cholecystectomy simulation) and intact esophagus, stomach, and diaphragm (Nissen and Heller simulation) from a packing supplier. Each organ system was placed into a laparoscopic trainer box with the ability to re-create laparoscopic ports. Surgical residents were then able to perform the procedures using real laparoscopic instruments, laparoscopic camera/video imaging, and real-time electrocautery. The simulation included all critical steps of each procedure such as obtaining the critical view of safety and removing the gallbladder from the liver bed (cholecystectomy), wrapping the stomach around the esophagus and laparoscopic suturing (Nissen fundoplication), and dissecting the muscular portion of the esophageal wall (Heller myotomy). Because these porcine tissues were readily available, several stations were set-up to teach multiple residents during each session (10-12 residents / session). Discussion Surgeons develop haptic perception of soft tissues by cutaneous or tactile feedback and kinesthetic feedback (Okamura, 2009). Kinesthetic feedback is the force and pressure transmitted by the soft tissues along the shaft of the laparoscopic instruments (Okamura, 2009). This soft tissue simulation re-creates the ability to experience what soft tissue feedback feels like, outside a normal operative environment. Real tissue learning allows trainees to learn how to see surgical planes, learn how soft tissues feel and move, develop proficiency in surgical dissection, and learn how to suture laparoscopically. This is the only model that recreates the movement of soft tissues and visualization of dissection planes outside the operative environment. Because this model utilizes the laparoscopic instruments used in the operating room, residents also develop familiarity with laparoscopic instruments, thus, flattening another learning curve. A literature review found that this is the only real tissue simulation being performed for foregut procedures used specifically for resident training. By building a realistic, anatomical model with inherent accurate soft tissue surgical planes, surgical trainees can have a more realistic surgical experience and develop skills in a safe, low pressure environment without sacrificing the hepatic learning and surgical visualization that is critical to performing safe laparoscopic surgery. All residents that participated in the stimulation reported positive feedback and felt that is contributed to their surgical education.

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Moussa, Rania, Amira Alghazaly, Nebras Althagafi, Rawah Eshky, and Sary Borzangy. "Effectiveness of Virtual Reality and Interactive Simulators on Dental Education Outcomes: Systematic Review." European Journal of Dentistry, August 24, 2021. http://dx.doi.org/10.1055/s-0041-1731837.

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AbstractIn recent years, virtual reality and interactive digital simulations have been used in dental education to train dental students before interacting with real patients. Scientific evidence presented the application of virtual technology in dental education and some recent publications suggested that virtual and haptic technologies may have positive effects on dental education outcomes. The aim of this systematic review was to determine whether virtual technologies have positive effects on dental education outcomes and to explore the attitudes of dental students and educators toward these technologies. A thorough search was conducted in PubMed, Scopus, MEDLINE (via EBSCO), The Cochrane Library (via Wiley), Web of Science Core Collection (via Thomson Reuters), and Dentistry and Oral Science source (via EBSCO) using the keywords (student, dental) AND (education, dental) AND (virtual reality) OR (augmented reality) OR (haptics) OR (simulation) AND (dentistry) OR (dental medicine). The quality of the reported information was assessed following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement for systematic reviews. A total of 73 publications were considered for this review. Fifty-two of the selected studies showed significant improvement in educational outcomes and virtual technologies were positively perceived by all the participants. Within the limitations of this review, virtual technology appears to improve education outcomes in dental students. Further studies with larger samples and longer term clinical trials are needed to substantiate this potential positive impact of various virtual technologies on dental education outcomes.

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Coro Montanet, Gleyvis, Margarita Gómez Sánchez, and Ana Suárez García. "Haptic simulators with virtual reality environments in dental education: A preliminary teaching diagnosis." @tic. revista d'innovació educativa, no. 18 (June 23, 2017). http://dx.doi.org/10.7203/attic.18.9077.

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Racy, Malek, Alastair Barrow, James Tomlinson, and Fernando Bello. "Development and Validation of a Virtual Reality Haptic Femoral Nailing Simulator." Journal of Surgical Education, November 2020. http://dx.doi.org/10.1016/j.jsurg.2020.10.004.

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Ayoub, Ashraf, and Yeshwanth Pulijala. "The application of virtual reality and augmented reality in Oral & Maxillofacial Surgery." BMC Oral Health 19, no. 1 (November 8, 2019). http://dx.doi.org/10.1186/s12903-019-0937-8.

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Abstract Background Virtual reality is the science of creating a virtual environment for the assessment of various anatomical regions of the body for the diagnosis, planning and surgical training. Augmented reality is the superimposition of a 3D real environment specific to individual patient onto the surgical filed using semi-transparent glasses to augment the virtual scene.. The aim of this study is to provide an over view of the literature on the application of virtual and augmented reality in oral & maxillofacial surgery. Methods We reviewed the literature and the existing database using Ovid MEDLINE search, Cochran Library and PubMed. All the studies in the English literature in the last 10 years, from 2009 to 2019 were included. Results We identified 101 articles related the broad application of virtual reality in oral & maxillofacial surgery. These included the following: Eight systematic reviews, 4 expert reviews, 9 case reports, 5 retrospective surveys, 2 historical perspectives, 13 manuscripts on virtual education and training, 5 on haptic technology, 4 on augmented reality, 10 on image fusion, 41 articles on the prediction planning for orthognathic surgery and maxillofacial reconstruction. Dental implantology and orthognathic surgery are the most frequent applications of virtual reality and augmented reality. Virtual planning improved the accuracy of inserting dental implants using either a statistic guidance or dynamic navigation. In orthognathic surgery, prediction planning and intraoperative navigation are the main applications of virtual reality. Virtual reality has been utilised to improve the delivery of education and the quality of training in oral & maxillofacial surgery by creating a virtual environment of the surgical procedure. Haptic feedback provided an additional immersive reality to improve manual dexterity and improve clinical training. Conclusion Virtual and augmented reality have contributed to the planning of maxillofacial procedures and surgery training. Few articles highlighted the importance of this technology in improving the quality of patients’ care. There are limited prospective randomized studies comparing the impact of virtual reality with the standard methods in delivering oral surgery education.

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Dixon, Jonathan, Ashley Towers, Nicolas Martin, and James Field. "Re‐defining the virtual reality dental simulator: Demonstrating concurrent validity of clinically relevant assessment and feedback." European Journal of Dental Education, August 28, 2020. http://dx.doi.org/10.1111/eje.12581.

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Journal articles on the topic 'Virtual Reality, haptic, education simulator, dental education'

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