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Train Strategies for Haptic and 3D Simulators to Improve the Learning Process in Dentistry Students

Dental training faces the growing shortage of extracted teeth and the ethical precepts of Bionot learning on patients and reducing the environmental damage that preclinical trainings generate. Haptic and 3D simulators reproduce pathologies and provide a greater magnification of the processes, reduci...

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Autores principales: Coro-Montanet, Gleyvis, Pardo Monedero, María Jesús, Sánchez Ituarte, Julia, de la Hoz Calvo, Ana
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8998402/
https://www.ncbi.nlm.nih.gov/pubmed/35409767
http://dx.doi.org/10.3390/ijerph19074081
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author Coro-Montanet, Gleyvis
Pardo Monedero, María Jesús
Sánchez Ituarte, Julia
de la Hoz Calvo, Ana
author_facet Coro-Montanet, Gleyvis
Pardo Monedero, María Jesús
Sánchez Ituarte, Julia
de la Hoz Calvo, Ana
author_sort Coro-Montanet, Gleyvis
collection PubMed
description Dental training faces the growing shortage of extracted teeth and the ethical precepts of Bionot learning on patients and reducing the environmental damage that preclinical trainings generate. Haptic and 3D simulators reproduce pathologies and provide a greater magnification of the processes, reducing water expenditure and pollution, but their curricular integration is complex. Two resources of complementary use (informative written manual and video tutorial) were designed to facilitate the theoretical and technical domain (know how the simulator works and make it work), as well as the advanced management of the simulator (operate the simulator autonomously, without setbacks). After 5 years of using these resources, an evaluative study was conducted with 175 students and 32 teachers. The aim was to assess the student’s perception of knowledge/learning, its statistical relationship with the didactic resources used and compare these results with the teachers’ perception of their students’ knowledge/learning. Spearman’s Rho coefficient and Kolmogorov-Smirnov test were performed. Both students and teachers considered that the technical domain (make the simulator work) was the domain that prevailed the most. There was a tendency for students not to value much the necessity of a specific preparation prior to using the simulator. This tendency resulted in a low level of study of both the written manual and the video tutorial. In conclusion, both students and teachers considered that the best strategy of knowledge/learning was the direct exchange with the simulator.
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spelling pubmed-89984022022-04-12 Train Strategies for Haptic and 3D Simulators to Improve the Learning Process in Dentistry Students Coro-Montanet, Gleyvis Pardo Monedero, María Jesús Sánchez Ituarte, Julia de la Hoz Calvo, Ana Int J Environ Res Public Health Article Dental training faces the growing shortage of extracted teeth and the ethical precepts of Bionot learning on patients and reducing the environmental damage that preclinical trainings generate. Haptic and 3D simulators reproduce pathologies and provide a greater magnification of the processes, reducing water expenditure and pollution, but their curricular integration is complex. Two resources of complementary use (informative written manual and video tutorial) were designed to facilitate the theoretical and technical domain (know how the simulator works and make it work), as well as the advanced management of the simulator (operate the simulator autonomously, without setbacks). After 5 years of using these resources, an evaluative study was conducted with 175 students and 32 teachers. The aim was to assess the student’s perception of knowledge/learning, its statistical relationship with the didactic resources used and compare these results with the teachers’ perception of their students’ knowledge/learning. Spearman’s Rho coefficient and Kolmogorov-Smirnov test were performed. Both students and teachers considered that the technical domain (make the simulator work) was the domain that prevailed the most. There was a tendency for students not to value much the necessity of a specific preparation prior to using the simulator. This tendency resulted in a low level of study of both the written manual and the video tutorial. In conclusion, both students and teachers considered that the best strategy of knowledge/learning was the direct exchange with the simulator. MDPI 2022-03-30 /pmc/articles/PMC8998402/ /pubmed/35409767 http://dx.doi.org/10.3390/ijerph19074081 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Coro-Montanet, Gleyvis
Pardo Monedero, María Jesús
Sánchez Ituarte, Julia
de la Hoz Calvo, Ana
Train Strategies for Haptic and 3D Simulators to Improve the Learning Process in Dentistry Students
title Train Strategies for Haptic and 3D Simulators to Improve the Learning Process in Dentistry Students
title_full Train Strategies for Haptic and 3D Simulators to Improve the Learning Process in Dentistry Students
title_fullStr Train Strategies for Haptic and 3D Simulators to Improve the Learning Process in Dentistry Students
title_full_unstemmed Train Strategies for Haptic and 3D Simulators to Improve the Learning Process in Dentistry Students
title_short Train Strategies for Haptic and 3D Simulators to Improve the Learning Process in Dentistry Students
title_sort train strategies for haptic and 3d simulators to improve the learning process in dentistry students
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8998402/
https://www.ncbi.nlm.nih.gov/pubmed/35409767
http://dx.doi.org/10.3390/ijerph19074081
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