Feedback and motor skill acquisition using a haptic dental simulator
Feedback and motor skill acquisition using a haptic dental simulator
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DOI：
10.1111/eje.12214
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发表时间：
2017-11-01
影响因子：
2.4
通讯作者：
Manogue, M.
中科院分区：
文献类型：
--
作者：
Al-Saud, L. M.;Mushtaq, F.;Manogue, M.
目的：调查的影响，定性不同类型的教学反馈（FB）的培训，转让和保留的基本手动灵巧牙科技能使用虚拟现实（VR）触觉dental simulator.Methods：六十三名参与者（M = 22.7年; SD = 3.4年），没有以前的牙科培训，被随机分配到三个组（n = 21）。第1组在培训阶段仅接受器械反馈，即模拟器的视觉显示（DFB）;第2组接受合格牙科教练的口头反馈（IFB）;第3组接受教练和器械反馈的组合（IDFB）。参与者完成了四项任务，在此期间，根据小组分配以及两个技能迁移测试的反馈。结果：两组学生的总体成绩（P < 0.001）和错误率（P = 0.006）差异有统计学意义（P <0.001）。事后比较显示，IDFB组产生了更好的性能和更少的错误相比，DFB和IFB的培训。这种差异转化为提高性能的技能保留和概括的知识，以新颖的tasks.Conclusion：这些数据表明，新手学员的基本牙科运动技能的收购和保留是最好的优化，通过教练和视觉显示（VR）驱动的反馈相结合。研究结果对VR触觉技术在牙科教育中的应用和实施具有一定的意义。
Aim: To investigate the effect of qualitatively different types of pedagogical feedback (FB) on the training, transfer and retention of basic manual dexterity dental skills using a virtual reality (VR) haptic dental simulator.Methods: Sixty-three participants (M = 22.7 years; SD = 3.4 years), with no previous dental training, were randomly allocated to one of three groups (n = 21 each). Group 1 received device-only feedback during the training phase, that is the visual display of the simulator (DFB); Group 2 received verbal feedback from a qualified dental instructor (IFB); and Group 3 received a combination of instructor and device feedback (IDFB). Participants completed four tasks during which feedback was given according to group allocation as well as two skills transfer tests. Skill retention was examined immediately after training, at 1 week and at 1 month post-test.Results: Statistically significant differences were found between the groups in overall performance (P < 0.001) and error (P = 0.006). Post hoc comparisons revealed the IDFB group produced substantially better performance and fewer errors in comparison with DFB and IFB training. This difference translated to improved performance in skill retention and generalisation of knowledge to novel tasks.Conclusion: These data indicate that the acquisition and retention of basic dental motor skills in novice trainees is best optimised through a combination of instructor and visual display (VR)-driven feedback. The results have implications for the utility and implementation of VR haptic technology in dental education.