Technology-enhanced simulation-based learning in orthodontic education: A scoping review
Issued Date
2023-01-01
Resource Type
eISSN
21776709
Scopus ID
2-s2.0-85165519918
Pubmed ID
37466506
Journal Title
Dental press journal of orthodontics
Volume
28
Issue
3
Rights Holder(s)
SCOPUS
Bibliographic Citation
Dental press journal of orthodontics Vol.28 No.3 (2023) , e2321354
Suggested Citation
Sipiyaruk K., Kaewsirirat P., Santiwong P. Technology-enhanced simulation-based learning in orthodontic education: A scoping review. Dental press journal of orthodontics Vol.28 No.3 (2023) , e2321354. doi:10.1590/2177-6709.28.3.e2321354.oar Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/88153
Title
Technology-enhanced simulation-based learning in orthodontic education: A scoping review
Author(s)
Author's Affiliation
Other Contributor(s)
Abstract
INTRODUCTION: Technology-enhanced simulations seem to be effective in dentistry, as they can support dental students to improve competencies in simulated environments. However, implementation of this technology in orthodontic education has not been reviewed. OBJECTIVE: This scoping review aimed to comprehensively summarize the use of technology-enhanced simulations in orthodontic practice. METHODS: A systematic search was conducted to identify literature on technology-enhanced simulation-based learning in orthodontic education published from 2000 to 2021. The search was conducted up to September 2021 to identify articles from Scopus, Embase, PubMed, ProQuest Dissertations & Theses Global, Google Scholar and the reference lists of identified articles. RESULTS: The search identified 177 articles. Following the inclusion and exclusion criteria, 16 articles of 14 digital simulators were included in this review. The findings demonstrated an increasing use of technology-enhanced simulations in orthodontic education. They were designed in several formats, including three-dimensional virtual format, augmented reality, virtual reality, automaton, haptic, and scenario-based simulations. These simulations were implemented in varied areas of orthodontics including diagnosis and treatment planning, bracket positioning, orthodontic procedures, facial landmark, removable appliance and cephalometric tracing. Most included articles demonstrated the development process without outcome evaluation. Six studies provided outcome evaluations at reaction or learning levels. None of them provide the evaluation at behaviour and results levels. CONCLUSION: Insufficient evidence has been generated to demonstrate the effectiveness of technology-enhanced simulations in orthodontic education. However, high-fidelity computer-based simulations together with robust design research should be required to confirm educational impact in orthodontic education.