Keywords
Haptic technology, simulation training, augmented reality, virtual reality, dental education
Prosthodontics significantly impacts oral health-related quality of life, especially oral comfort, functions, aesthetics, and overall well-being. This discipline is grounded in a solid academic and evidence-based understanding of fundamental principles for managing dental diseases and aims to restore the health of teeth and supporting tissues and compensate missing ones. Dental education is evolving quickly with the rise of digital dentistry, especially in prosthodontics. Integrating augmented reality simulations and haptic feedback has significantly advanced this transformation. This systematic review protocol intends to determine the effectiveness of haptic simulators in prosthodontics training during preclinical dental education.
An exhaustive search strategy will be employed, exploring PubMed, Scopus, EBSCO, Web of Science and Cochrane Central to select relevant studies, thereby enhancing the robustness of the review findings. Boolean operators (AND,OR) were utilized to assemble MeSH terms and relevant keywords. Titles and abstracts screening to identify studies that satisfy the eligibility criteria was followed by the quality and risk of bias assessment for the selected studies, via the Cochrane Collaboration’s tool and the Newcastle-Ottawa Scale (NOS). Data will be collected via standard form. Reviewers disagreement will be solved throughout debate, or by referring to a third opinion. This protocol will adhere the recommendations appointed by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA).
The outcomes of this systematic review are highly significant for dental education exploring the importance of enhancing haptic simulation during preclinic prosthetic training.
Recognizing the strengths and weaknesses of virtual reality (VR) in relation to traditional preclinical training methods is crucial for developing effective educational strategies. This understanding can lead to enhanced training outcomes and increased student satisfaction, which in turn contributes to improved quality of clinical prosthetic services.
PROSPERO: CRD42024603681 (Registered on 30/10/2024).
Haptic technology, simulation training, augmented reality, virtual reality, dental education
Improvements in digital prosthodontics have profoundly transformed the field of dentistry.1 As a result, dental education models have evolved to keep pace with these changes. Recent technological innovations present exciting opportunities to enhance student education, making learning more interactive and effective. By integrating these advancements into the curriculum, educators can better prepare students for the evolving demands of clinical practice, eventually conducting to enhanced patient care and results.
Dental educators can leverage digital advancements to enrich the educational experience, particularly by incorporating haptic technology into dental school curricula. This integration allows for hands-on, simulated practice that closely mirrors real clinical scenarios, helping students develop essential skills in a controlled environment. By embracing these technologies, educators can foster a deeper understanding of complex procedures, improve student engagement, and ultimately prepare future dental professionals to meet the challenges of contemporary practice.
Traditionally, first-year dental students initiate honing their manual ability with typodonts. They move from desktop typodonts to mannequin heads that imitate a clinical context.1 Typodonts are designed to mimic dental arches, and when placed in mannequin heads, they aid in instructing students on appropriate clinical posture and ergonomic practices. Typodonts have been used in dental training for a long time, but the advancement of virtual and augmented reality (VR/AR) technologies has broadened their applications in the medical and dental fields. VR/AR engineering procedures are typically head-mounted appliances with screens and haptic controllers that allow users to react with virtual mock-ups and varieties of softwars.2 Both technologies can also incorporate haptic feedback, which allows users to feel simulated sensations such as touch and pressure.
With the advent of technologies like mixed reality (MR) haptic-based dental simulators, students can enhance their motor skills while receiving immediate feedback, all without the need for an instructor’s physical presence.3–5
This technology can be applied across all specialties in dentistry such as implant placement, crown and bridge preparation, a wide range of procedures with varying levels of difficulty.5 It has been proposed that combining this technology with conventional preclinical training methods can strengthen students’ skills and confidence prior to their clinical experiences.
This systematic review protocol targets to investigate the aptitude of haptic simulators in enhancing prosthetic training of pre-graduated dental students. An initial search of MEDLINE, the Cochrane Database of Systematic Reviews, and the JBI Database of Systematic Reviews was carried out, and as far as we are aware, there are no available systematic reviews addressing the raised issue.
This protocol follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations to ensure a complete and clear approach.6
The approach complies with the norms established by the F1000 journal. Additionally, this protocol has been reported with PROSPERO, the international prospective register for systematic reviews (CRD42024603681) since 30/10/2024.
The main objective of the review is to evaluate the efficiency of haptic simulators in comparison to standard educational methods on skill acquisition, retention, and overall learning outcomes for dental students for prosthetic preclinic training. The secondary objectives are to measure knowledge retention and to compare error rates.
The inclusion criteria are outlined by specifying the crucial parts of the research question according to the PICO plan7:
Type of population: Dental students in preclinical prosthodontic training.
Intervention type: The use of Virtual reality haptic simulator in preclinical prosthodontic training. The training covers a variety of tasks performed in the course of treatment with one of the different types of dental prostheses.
Comparison group: Conventional typodont training.
Types of outcomes: Improvements in student learning and skill development.
Measures of effect: This study will evaluate results based on quantitative and qualitative measurements.
Study Types: randomized controlled trials (RCTs) that randomly assign participants to either the haptic simulator group or the standard training group to evaluate differences in outcomes, non-randomized controlled trials (non-RCTs), observational studies, including cohort and case-control studies that follow groups of students trained with haptic simulators and those using traditional methods over time to compare their performance and skill retention, will be included if they meet a minimum of 15 criteria from the STROBE quality exigences.8–10
Case reports and letters to the editor will be excluded because of their restricted reproducibility. Furthermore, non-English papers will be eliminated to minimize language bias and address source limitations. Studies with insufficient data or low methodological quality will be dismissed to ensure the accuracy and validity of the review.
A thorough search strategy includes relevant controlled vocabulary terms and Medical Subject Headings (MeSH) terms related to the research issue: haptic technology, dental education, dental student, prosthodontics, High Fidelity Simulation Training, virtual reality (VR), augmented reality (AR).
To reduce the risk of overlooking pertinent studies, various databases, such as MEDLINE, Web of Science, EBSCO, Scopus and Cochrane Central will be carefully consulted.
To promote inclusiveness, unprinted papers and current clinical trials through sources such as conference proceedings, dissertations, and clinical trial registries will be located.
To ensure a comprehensive review, qualified reviewer will assist in determining sources of grey literature and judging their relevance to the study.11
Additionally, bibliographies of included studies will be manually reviewed to discover further papers that may not have been captured via automatic searches.
This strategy seeks to eliminate publication bias and guarantee a comprehensive review of the available evidence.
After performing a comprehensive search through chosen databases, identified articles will be classified via Zotero software, with duplicate papers elimination. Two reviewers (OT, CS) will separetly evaluate the titles and abstracts of identified studies. Those that meet the eligibility criteria will have a full-text review by the same reviewers. Furthermore, reviewers will meticulously check the references of selected articles to uncover further pertinent papers. Studies that satisfy the selection criteria will then advance to the data extraction phase. Justifications for excluding papers that do not meet the criteria will be mentioned in the finished assessment.
Reviewers’ discrepancies will be dealt by means of debate. If necessary, an experienced reviewer (JJ) will be involved to ensure accuracy, reach an agreement and uphold the validity of the selection approach.
The results from the initial identification to final selection procedure will be carefully described and presented in the eventual systematic review, respecting adherence to the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) recommendations.12,13
Two separated reviewers will conduct the evaluation and mark the studies to reduce bias and improve credibility.14 Disagreements in the evaluations will be solved through discussion or by referring to a supplementary opinion to reach an accord.
To ensure the accuracy of the results, the methodological quality and risk of bias of the included studies will be assessed through normalized tools.15
For randomized controlled trials, the Cochrane Risk of Bias (ROB II) scale will be employed to evaluate methodological rigor according to crucial elements: randomization process, conformity to planned interventions, integrity of outcome data, outcome measure, and precision in reporting results. Each element will be classified as having low, high, or unclear risk of bias.16
The Newcastle-Ottawa Scale (NOS) will serve to assess non-randomized studies basing on scoring the selection of study participants, group comparability, and outcome ascertainment. Higher scores reflect better methodological quality.17
This approach of the evaluation of methodological rigor and bias will garantee that the study’s outcomes are grounded in high-quality evidence.
Data items: Data pointed from the selected studies will encompass participant demographics and study characteristics. Further information about haptic simulator features, means of outcome measurement, level of education and type of prosthetic activity are to be determined.
Extraction method: The same reviewers will individually gather information from all selected studies into detailed extraction template specifically developed for this task. This template has been rigorously evaluated during a pilot phase to ensure consistency and accuracy in data handling. Any discrepancies will be resolved through discussion, with another reviewer involved if necessary. Final decisions will be reached by majority agreement. This organized method ensures precise and reliable conclusions for future analysis.
The extracted information will be thoroughly examined to be utilized to justify the efficacy of haptic simulator in preclinical prosthetic training. An primary descriptive synthesis will identify the study determinants, participant characteristics, simulator features, prosthetic field (fixed, removable, supra implant) and outcome measures. Quantitative analysis will evaluate outcomes with 95% confidence intervals and control non-homogeneity crosswise studies via statistical tests.
This systematic review will comprehensively assess the current literature on the utilization of haptic simulators during prosthetic education. The findings will be particularly beneficial for students and teachers, especially in preclinical training.
By evaluating the efficacy of haptic technology in hand skills improvement, this review intends to find evidence-based guidance on novice’s sensorimotor acquisition concerning prosthetic procedures and dental preparation assessment. Moreover, this review will identify activities most concerned by this tool and the prosthetic procedures most likely to be simulated by haptic technology, and propose a strategy for introducing this tool into the curriculum of dental students in order to improve the sense of touch, particularly for immersion and force feedback. By that, students can learn the appropriate amount of pressure to apply when using dental instruments.
As a result, this review will be a considerable source for justifying pedagogical approach and improving the quality of academic training and dental care subsequently provided.
This systematic review is in the selection phase. This protocol has been registered with PROSPERO (CRD42024603681) since 30/10/2024.
Figshare, PRISMA-P-checklist for impact of haptic simulator in prosthodontics training during preclinic dental education: a systematic review protocol, DOI: https://doi.org/10.6084/m9.figshare.27761997.v1, CC BY 4.0.18
The project contains the following dataset:
Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0)
Views | Downloads | |
---|---|---|
F1000Research | - | - |
PubMed Central
Data from PMC are received and updated monthly.
|
- | - |
Is the rationale for, and objectives of, the study clearly described?
Yes
Is the study design appropriate for the research question?
Yes
Are sufficient details of the methods provided to allow replication by others?
Yes
Are the datasets clearly presented in a useable and accessible format?
Yes
References
1. Bandiaky ON, Lopez S, Hamon L, Clouet R, et al.: Impact of haptic simulators in preclinical dental education: A systematic review.J Dent Educ. 2024; 88 (3): 366-379 PubMed Abstract | Publisher Full TextCompeting Interests: No competing interests were disclosed.
Reviewer Expertise: Metaverse Applications in DentistryBlockchain and Cryptocurrencies in HealthcareArtificial Intelligence (AI) in DentistryCone Beam Computed Tomography (CBCT) Platelet-Rich Fibrin (PRF)
Is the rationale for, and objectives of, the study clearly described?
Yes
Is the study design appropriate for the research question?
Yes
Are sufficient details of the methods provided to allow replication by others?
Partly
Are the datasets clearly presented in a useable and accessible format?
Not applicable
Competing Interests: No competing interests were disclosed.
Reviewer Expertise: Stomatology Education
Alongside their report, reviewers assign a status to the article:
Invited Reviewers | ||
---|---|---|
1 | 2 | |
Version 1 02 Dec 24 |
read | read |
Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. Consider the following examples, but note that this is not an exhaustive list:
Sign up for content alerts and receive a weekly or monthly email with all newly published articles
Already registered? Sign in
The email address should be the one you originally registered with F1000.
You registered with F1000 via Google, so we cannot reset your password.
To sign in, please click here.
If you still need help with your Google account password, please click here.
You registered with F1000 via Facebook, so we cannot reset your password.
To sign in, please click here.
If you still need help with your Facebook account password, please click here.
If your email address is registered with us, we will email you instructions to reset your password.
If you think you should have received this email but it has not arrived, please check your spam filters and/or contact for further assistance.
Comments on this article Comments (0)