White Rose University Consortium logo
University of Leeds logo University of Sheffield logo York University logo

Haptic-Enhanced Learning in Preclinical Operative Dentistry

Al Saud, Lulwah Bint Mohammed Bin Saad A. (2017) Haptic-Enhanced Learning in Preclinical Operative Dentistry. PhD thesis, University of Leeds.

[img]
Preview
Text
AlSaud_LMS_Dentistry_PhD_2017.pdf - Final eThesis - complete (pdf)
Available under License Creative Commons Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales.

Download (4Mb) | Preview

Abstract

Background: Virtual reality haptic simulators represent a new paradigm in dental education that may potentially impact the rate and efficiency of basic skill acquisition, as well as pedagogically influence the various aspects of students’ preclinical experience. However, the evidence to support their efficiency and inform their implementation is still limited. Objectives: This thesis set out to empirically examine how haptic VR simulator (Simodont®) can enhance the preclinical dental education experience particularly in the context of operative dentistry. We specify 4 distinct research themes to explore, namely: simulator validity (face, content and predictive), human factors in 3D stereoscopic display, motor skill acquisition, and curriculum integration. Methods: Chapter 3 explores the face and content validity of Simodont® haptic dental simulator among a group of postgraduate dental students. Chapter 4 examines the predictive utility of Simodont® in predicting subsequent preclinical and clinical performance. The results indicate the potential utility of the simulator in predicting future clinical dental performance among undergraduate students. Chapter 5 investigates the role of stereopsis in dentistry from two different perspectives via two studies. Chapter 6 explores the effect of qualitatively different types of pedagogical feedback on the training, transfer and retention of basic manual dexterity dental skills. The results indicate that the acquisition and retention of basic dental motor skills in novice trainees is best optimised through a combination of instructor and visualdisplay VR-driven feedback. A pedagogical model for integration of haptic dental simulator into the dental curriculum has been proposed in Chapter 7. Conclusion: The findings from this thesis provide new insights into the utility of the haptic virtual reality simulator in undergraduate preclinical dental education. Haptic simulators have promising potential as a pedagogical tool in undergraduate dentistry that complements the existing simulation methods. Integration of haptic VR simulators into the dental curriculum has to be informed by sound pedagogical principles and mapped into specific learning objectives.

Item Type: Thesis (PhD)
Keywords: Virtual Reality simulation, Haptic technology, Dental education, Operative dentistry, Fine motor skills, Stereopsis, Undergraduate dentistry, Preclinical dentistry, Dental curriculum.
Academic Units: The University of Leeds > Faculty of Medicine and Health (Leeds)
The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Dentistry (Leeds)
The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Dentistry (Leeds) > Restorative Dentistry (Leeds)
Identification Number/EthosID: uk.bl.ethos.714281
Depositing User: Lulwah Al Saud
Date Deposited: 06 Jun 2017 11:02
Last Modified: 11 Jul 2020 09:53
URI: http://etheses.whiterose.ac.uk/id/eprint/17111

You do not need to contact us to get a copy of this thesis. Please use the 'Download' link(s) above to get a copy.
You can contact us about this thesis. If you need to make a general enquiry, please see the Contact us page.

Actions (repository staff only: login required)