Educational effectiveness of remote training with smart glasses for impression-taking.

Autor: Sekiguchi A; Department of General Dentistry, Graduate School of Medical and Dental Sciences, Institute of Science Tokyo, Tokyo, Japan., Cao R; Center for Data Science and Artificial Intelligence Education, Institute of Science Tokyo, Tokyo, Japan., Umemori S; Department of General Dentistry, Graduate School of Medical and Dental Sciences, Institute of Science Tokyo, Tokyo, Japan., Noritake K; Oral Diagnosis and General Dentistry, Institute of Science Tokyo Hospital, Tokyo, Japan., Sunaga M; Department of Educational Media Development, Graduate School of Medical and Dental Sciences, Institute of Science Tokyo, Tokyo, Japan., Kinoshita A; Department of Educational Media Development, Graduate School of Medical and Dental Sciences, Institute of Science Tokyo, Tokyo, Japan., Tonami KI; Department of Oral Health Sciences, School of Health Sciences, Meikai University, Chiba, Japan., Nitta H; Department of General Dentistry, Graduate School of Medical and Dental Sciences, Institute of Science Tokyo, Tokyo, Japan.
Jazyk: angličtina
Zdroj: Journal of dental education [J Dent Educ] 2024 Nov 15. Date of Electronic Publication: 2024 Nov 15.
DOI: 10.1002/jdd.13785
Abstrakt: Purpose: To compare the educational outcomes of remote instruction (RI) in impression-taking using smart glasses with those of face-to-face instruction (FI) and paper-based self-learning (SL) and analyze the educational effects, aiming to develop a remote clinical training strategy.
Methods: Participants were recruited from among the dental residents who were trained in the first-year clinical program at the university hospital in 2023. The participants were divided into three groups as the original skill level was equal, and the groups were assigned RI, FI, printed guidance, and SL. All the participants took impressions of the jaw models attached to the mannequin using alginate impression material. Next, assigned instructions were provided. Then again, the trainees took impressions of the jaw models. The pre- and postinstruction impressions of each participant were evaluated, and the change in the impression score was statistically analyzed.
Results: The pre- and postinstruction scores of the trainees in the RI and FI groups showed a significant increase (p < 0.05), whereas no significant difference was observed in the score changes in the SL group. In the intergroup comparisons, the score changes of the RI and FI groups were greater than those of the SL group, although no significant difference was found between the score changes of the RI and FI groups (p < 0.05).
Conclusion: RI in impression-taking using smart glasses has a greater educational effectiveness than paper-based SL. It has also been suggested that RI can have educational efficacy similar to FI.
(© 2024 American Dental Education Association.)
Databáze: MEDLINE
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