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      e‐dental practicum: A way to maintain student hands‐on training during disruptive crises

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          Abstract

          1 PROBLEM The COVID‐19 pandemic has profoundly changed the practice of dentistry and dental education. While innovative solutions have been proposed in every dental school to ensure educational continuity, they have all come up against the challenge of maintaining practical training at a distance. 1 Indeed, simulation equipment is often located within the university or hospital. This can lead to a decrease in fundamental motor skills in dentistry. 2 Some authors propose the development of virtual reality and haptic technologies as an outcome. Today these solutions are still underdeveloped and difficult to generalize, requiring heavy and expensive equipment that cannot be easily moved outside educational institutions. Their use is not yet recommended as a common method of student assessment. 3 2 SOLUTION An innovative way for dental students to access simulation equipment outside of the university is based on the combination of widely proven videoconferencing tools and simple, autonomous, and transportable equipment. The teacher broadcasts the content thanks to an ambient camera (or webcam) and a tabletop visualizer via a videoconferencing platform (e.g., Zoom [Zoom Video Communications, San Jose, CA, USA]). Guided by the live teacher's explanations and videos, the students simultaneously put into practice the techniques presented using their own equipment at a distance (e.g., at home) (Figure 1). The equipment includes a general case, belonging to the student, including a micromotor and a lightweight and transportable simulator easily attached to a desk (e.g., Nissin Simple Manikin III [Nissin Dental Products Inc, Kameoka City, Kyoto, Japan]) and a specific exercise case, delivered on demand, whose content is adapted to the current session and its complexity (Figure 2). Students should have access to the videoconferencing platform via a PC, smartphone, or tablet. The session is interactive: participants can ask any question to the teacher orally or through the chat system and show their work via their webcam for advice or guidance. The sessions can be recorded and made available on online video hosting platforms. FIGURE 1 On the left, a student performing the hands‐on training. Zoom videoconferencing is broadcasted on his personal computer. On the right, a teacher performing the hands‐on training. FIGURE 2 View of the equipment used for a dentistry practical work, supplemented with specific materials for a restorative dentistry session contained in a transportable toolbox. The technical feasibility was assessed for a practical training session as a proof of concept. For this purpose, 10 fifth‐year volunteer students, in isolated conditions, took part in 2 successive 30‐minute sessions of practical work in restorative dentistry and prosthodontics. Several aspects of the practical trainings were evaluated using the User Experience Questionnaire (UEQ). 4 3 RESULTS Despite a limited number of students with a potential selection bias, the technical feasibility of remote practical work is conceivable. UEQ has qualified the session as attractive, pragmatic, and fun (Figures 3 and 4). The advantages are: (1) allowing pedagogical continuity in the learning of motor skills during social distancing; (2) keeping human connection through interaction in real‐time with the teachers; (3) allowing students to spend more time practicing, either during remote‐training sessions or independently; (4) providing flexibility and new opportunities for the teacher for training courses; and (5) can be applied to reinforce teaching through interuniversity exchanges. 5 FIGURE 3 Results of the User Experience Questionnaire of the 10 volunteer students, in the fifth year. The vertical bar represents the confidence interval. A comprehensive impression of user experience on a scale ranging from −3 to +3 is obtained through a score of attractiveness, perspicuity, efficiency, dependability, stimulation and novelty. Values between −0.8 and 0.8 represent a more or less neutral evaluation of the corresponding scale, values >0.8 represent a positive evaluation and values <−0.8 represent a negative evaluation. The range of the scales is between −3 (horribly bad) and +3 (extremely good). FIGURE 4 Distribution of answers of 10 volunteer students in the fifth year by single item of the User Experience Questionnaire. 10% here represents one participant and all the corresponding answers. The answers for each item are very positive (scores are mostly 5 to 7). This figure was obtained through the UEQ analysis tool (https://www.ueq-online.org). Due to technical limitations, carrying out an extemporaneous assessment is difficult. An asynchronous rating method could be envisaged. Moreover, the preparation of the training boxes should not be neglected, as any modification is impossible at home. Future work should consider the educational and/or clinical benefit of this solution compared to the current pedagogical arsenal. CONFLICT OF INTEREST The authors have no conflicts of interest in relation this research.

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          Using Technology to Maintain the Education of Residents During the COVID-19 Pandemic

          Background The COVID-19 pandemic presents a unique challenge to surgical residency programs. Due to the restrictions recommended by the Centers for Disease Control and Prevention and other organizations, the educational landscape for surgical residents is rapidly changing. In addition, the time course of these changes is undefined. Methods We attempt to define the scope of the problem of maintaining surgical resident education while maintaining the safety of residents, educators, and patients. Within the basic framework of limiting in-person gatherings, postponing or canceling elective operations in hospitals, and limiting rotations between sites, we propose innovative solutions to maintain rigorous education. Results We propose several innovative solutions including the flipped classroom model, online practice questions, teleconferencing in place of in-person lectures, involving residents in telemedicine clinics, procedural simulation, and the facilitated use of surgical videos. Although there is no substitute for hands-on learning through operative experience and direct patient care, these may be ways to mitigate the loss of learning exposure during this time. Conclusions These innovative solutions utilizing technology may help to bridge the educational gap for surgical residents during this unprecedented circumstance. The support of national organizations may be beneficial in maintaining rigorous surgical education.
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            Impact of COVID-19 on dental education in the United States

            Dental institutions in the United States are reeling from the consequences of the novel SARS-CoV2 coronavirus, the causative agent of CODIV-19. As oral health care providers, we have been trained on prevention of aerosol transmissible diseases, but we are still grappling with many unknown factors regarding COVID-19. While the Centers for Disease Control and Prevention (CDC), American Dental Association (ADA), and local state agencies are releasing updates on guidelines for dentists and patients, no official information exists for dental institutions on how to effectively follow the recommended guidelines including "shelter in place" with social distancing to protect students, faculty, staff, and patients, and still ensure continuity of dental education. This article discusses the challenges that we face currently and offers some simple strategies to bridge the gaps in dental education to overcome this emergency.
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              Computer simulation and virtual reality in undergraduate operative and restorative dental education: A critical review

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                Author and article information

                Contributors
                antoinegalibourg@gmail.com
                Journal
                J Dent Educ
                J Dent Educ
                10.1002/(ISSN)1930-7837
                JDD
                Journal of Dental Education
                John Wiley and Sons Inc. (Hoboken )
                0022-0337
                1930-7837
                30 July 2020
                : 10.1002/jdd.12341
                Affiliations
                [ 1 ] Dental Faculty, Department of Oral Rehabilitation Toulouse Institute of Oral Medicine Paul Sabatier University Toulouse University Hospital Toulouse France
                [ 2 ] Artificial and Natural Intelligence Toulouse Institute ANITI Toulouse France
                [ 3 ] STROMALab Université de Toulouse EFS, ENVT, Inserm, UPS France
                [ 4 ] Laboratoire Anthropologie Moléculaire et Imagerie de Synthèse Université Paul Sabatier Toulouse France
                Author notes
                [*] [* ] Correspondence

                Dr Antoine Galibourg, Faculté de Chirurgie Dentaire de Toulouse – Sous‐section 58.01 Prothèses, 3 chemin des Maraichers, 31062 Toulouse cedex 9, France.

                Email: antoinegalibourg@ 123456gmail.com

                Author information
                https://orcid.org/0000-0003-0643-4646
                Article
                JDD12341
                10.1002/jdd.12341
                7404896
                32686099
                43b7f596-87d7-465d-9b61-a9da5488859b
                © 2020 American Dental Education Association

                This article is being made freely available through PubMed Central as part of the COVID-19 public health emergency response. It can be used for unrestricted research re-use and analysis in any form or by any means with acknowledgement of the original source, for the duration of the public health emergency.

                History
                : 25 June 2020
                : 19 July 2020
                : 12 July 2020
                Page count
                Figures: 4, Tables: 0, Pages: 4, Words: 1039
                Categories
                Advancing through Innovation
                Advancing through Innovation
                Custom metadata
                2.0
                corrected-proof
                Converter:WILEY_ML3GV2_TO_JATSPMC version:5.8.6 mode:remove_FC converted:05.08.2020

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