Mirror training device improves dental students' performance on virtual simulation dental training system

Abstract

Introduction: Clinical practice of dentistry entails the use of indirect vision using a dental mirror. The Mirrosistant is a device that helps dental students become proficient with use of indirect vision mirror operation. This study aimed to explore the role of the Mirrosistant on students' performance with the virtual simulation dental training system.

Materials and methods: A total of 72 dental students were equally assigned to the Control group and the Experimental group. Subsequently, Mirrosistant was used to conduct a series of mirror training exercises in the Experimental group. The training consisted of tracing the edge and filling in the blank of the prescribed shape, as well as preparing the specified figure on raw eggs using indirect vision via Mirrosistant. Next, both groups were examined using the SIMODONT system, a virtual reality dental trainer, for mirror operation. In addition, a five-point Likert scale questionnaire was used to assess student feedback by using Mirrosistant.

Results: The mirror operation examination conducted by the SIMODONT system revealed that mirror training using Mirrosistant had statistically improved students' performances (score: 80.42 ± 6.43 vs. 69.89 ± 15.98, P = 0.0005) and shorten their performance time of mirror operation (time of seconds: 243.28 ± 132.83 vs. 328.53 ± 111.89, P = 0.0013). Furthermore, the questionnaire survey indicated that the participants had positive attitudes toward the mirror training using Mirrosistant. Most students believed that the mirror training device could improve their perceptions of direction and distance, as well as their sensations of dental operation and dental fulcrum.

Conclusion: Mirror training using Mirrosistant can enhance dental students' mirror perceptual and operational skills on virtual simulation dental training system.

Keywords: Dental mirror; Dental students; Hand skill; Indirect vision; Mirror training; SIMODONT system; Virtual simulation dental training system.

Fig. 1

Study methodology and SIMODONT system. A Schematic diagram of workflow in this study. B Screen snapshot of the SIMODONT system during the mirror operation examination

Fig. 2

Mirror training using Mirrosistant. A-B Representative images of student’s operation using Mirrosistant. A the operation perpendicular to the mirror using indirect vision, and B the operation facing the mirror using indirect vision. C Training session 1. Left panel: test sheet consisting of pictures of G. V. Black’s classification of cavities. Right panel: typical samples of Training session 1 showing how to trace the edge (upper) and fill the blank (lower). D Training session 2. Left panel: representative images of student’s operation showing how to prepare the specified figure on the raw egg with Mirrosistant. Right panel: student’s work after training session 2

Fig. 3

Mirror training using Mirrosistant improves the operation performance of dental students on SIMODONT system. The box plots showing test scores of mirror operation using SIMODONT system. A Comparison of the 1^st examination between the Ctrl group and the Exp group. The Mann–Whitney test was performed. B Comparison of the 1^st and 2^nd examinations in the Ctrl group. The paired t-test was performed. C Comparison of the 1^st and 2^nd examination in the Exp group. The Wilcoxon rank-sum test was performed. D Comparison of the 2^nd examination between the Ctrl group and the Exp group. The Mann–Whitney test was performed

Fig. 4

Mirror training using Mirrosistant shortens the performance time of dental students on SIMODONT system. The box plots showing the time of dental students using the SIMODONT system. A Total time of seconds taken to complete the mirror operation were compared between the Ctrl group and the Exp group in the 1^st examination. A two-tailed unpaired Student’s t-test was performed. B Preparation time of seconds during mirror operation were compared between the Ctrl group and the Exp group in the 1^st examination. The Mann–Whitney test was performed. C Total time of seconds taken to complete the mirror operation were compared between the Ctrl group and the Exp group in the 2^nd examination. The Mann–Whitney test was performed. D Preparation time of seconds during mirror operation were compared between the Ctrl group and the Exp group in the 2^nd examination. The unpaired t-test with Welch’s correction was performed

Fig. 5

Students’ feedback. A five-point Likert scale questionnaire was used to collect the feedback from dental students (n = 72). Each response was rated on a five-point Likert scale. Responses were categorized as positive (somewhat agree, strongly agree), neutral (neither agree nor disagree), and negative responses (somewhat disagree, strongly disagree)

Fig. 6

Use materials in daily life to simulate Mirrosistant