Graduate School, Educational System in Dentistry, Tokyo Medical and Dental University, Tokyo, Japan.
J Dent Educ. 2013 Jun;77(6):782-92.
The use of virtual reality simulation (VRS) is a new teaching modality in dentistry, and there is scope for further research evaluating its use under different educational programs. The purpose of this study was to evaluate how VRS with or without instructor feedback influenced students' learning and skills related to porcelain fused to metal (PFM) crown preparation. In this study, forty-three dental students in their fifth year of study at Tokyo Medical and Dental University, Tokyo, Japan, were randomly divided into three groups: the first group used VRS (DentSim) with the instructor's feedback (DSF) (n=15), the second group used VRS without the instructor's feedback (DS) (n=15), and the third group neither used features of VRS (NDS) (n=13) nor received the instructor's feedback. All the students performed PFM crown preparation under the same setup once a week for four weeks. Total scores, preparation time, and twelve evaluation items were compared among the three groups and four experiments. The total scores of students in the DSF and DS groups were significantly higher than those in the NDS group. The presence of the instructor did not result in significant difference when VRS was used for training, while it shortened the preparation time at early stages. The results of this study suggested that the use of the VRS system improved student training for PFM crown preparation.
虚拟现实模拟（VRS）在牙科中是一种新的教学模式，并且有进一步研究评估其在不同教育计划下使用的空间。本研究的目的是评估使用 VRS 进行或不进行教师反馈对学生学习和与金属烤瓷修复体（PFM）冠预备相关的技能的影响。在这项研究中，43 名在日本东京医科齿科大学学习五年级的牙科学生被随机分为三组：第一组使用带有教师反馈的虚拟现实模拟（DentSim）（DSF）（n=15），第二组使用没有教师反馈的虚拟现实模拟（DS）（n=15），第三组既不使用虚拟现实模拟的功能（NDS）（n=13）也不接受教师的反馈。所有学生每周在相同设置下进行一次 PFM 冠预备，共进行四周。在三个组和四个实验之间比较了总分、预备时间和十二个评估项目。DSF 和 DS 组学生的总分明显高于 NDS 组。当使用 VRS 进行培训时，教师的存在并没有导致显著差异，但在早期阶段缩短了准备时间。本研究结果表明，使用 VRS 系统提高了学生进行 PFM 冠预备的培训效果。
