A Brief History of Dental Simulator

In the 19th century, advances in dental knowledge and the development of new materials and technologies led to the preservation and restoration of teeth with gold and tin. Thehunter writes that the transplantation of teeth was advocated as a substitute for dentures.

One-on-one with Hunter was a student of Joseph Fox, and he wrote the first text on orthodontics, which was published in 1803. Edward Oswald Fergus (1861-1946), a dentist educated in Glasgow and Pennsylvania, presented a dental simulator in 1894 at a conference of the Odontological Society. He explained that students can practice with teeth held in a vice or clamp, as long as they are not fixed in a realistic orientation and access to them is not a restriction in clinical practice.

In 1894 Oswald Fergus invented the first phantom head simulator which taught dental students oral anatomy and physiology. Modern Phantom Head simulators include water sprayers, dental handpieces and other useful items [3] to provide students with a realistic environment for diagnosis and treatment. As a result of these problems, the students did not learn the skills required to treat patients [7].

Dental simulators appeared as the result of further research into methods of preclinical dental education [4, 5], concerns about patient safety, improvements in computer technology and the inadequacy of the clinical environment for beginners [1]. A review by Fugill (2013) reviewed dental simulations, including standardization, patient safety, and clinical skills transfer.

Future research is proposed in the form of the evaluation of potential of simulation technologies (Amer et al., 2011), clinical performance and attitudes towards new technologies (Gottlieb et al., 2011) and potentials and limitations of simulation (Fugill, 2013). Future research should also address simulation-based training programs for dental and oral health, design, and educational theory. Research should focus on its evaluation in order to meet the Australian Commission on Health Safety and Quality (September 2012) education, assessment and safety standards and to close the documented gaps in current practice in order to achieve the best results.

Research shows that healthcare providers practicing clinical skills through simulation have better patient outcomes than those who do not practice. Implanted simulation games can be used with multiple patients, and clinical scenarios can be selected that allow students to interact with virtual patients, ask for their medical history, examine them, and make diagnoses.

Dental simulators replicate soft and hard oral tissue and offer clinical diagnosis and treatment in a virtual reality (VR) environment. Just like humans, virtual patients have different personalities, and students can tailor treatment to the individual's mental, physical, and emotional needs. When a virtual patient is a candidate for implant therapy, the simulation moves to a virtual clinical treatment area where the students can determine the type, location and orientation of the implant, as well as the type and location of anesthesia tools and operations.

The students spend a lot of time working with dentoforms and mouth models to provide a realistic and tactile training experience. Students are able to scan real human anatomy and typodontic models to perform dental surgery and correct scans of voxelized enamel, dentine pulp, periodontal and craniofacial anatomy.

The students practice impressions and repeat procedures under the watchful guidance of experts. Pre-inpatient simulation training helps students with their manual skills and coordination, which are indispensable for dental practice. It also helps to ensure a smooth transition between patient and clinic.

For example, students learn how to write clinical notes that can be shared with other providers. Student students at the College of Dentistry use simulations as part of Basic Life Support Training (BLS) and CPR training, which trains emergency medical skills. The university also has a digital design centre where students are trained in computer-aided design and manufacturing (CAD / CAM) to prepare for dental restoration.

The purpose of this review is to provide an overview of the current dental simulators and related technologies, the advantages and disadvantages of each method, and to evaluate the effectiveness and future directions of development. We think Simodont Dental Trainer represents a major paradigm shift in dental education. The Promethean Dental System was developed with the entire curriculum around the inclusion of SimODont.

The authors investigated the effectiveness of using a patient simulator (Marc-PS) and its blue light analysis in Halifax, Nova Scotia, Canada, to teach dental students with DS how to recover energy and heal with light. After five months, they evaluated the retention of the instructions given to the students.

This exercise has been adapted for students of other health professions. Simulations were conducted in the kind of environments necessary for bedside, doctor's office and classroom. The simulation was piloted and tested by a group of physicians and physiotherapy students to integrate oral health assessments, dental referrals and teaching sessions for the treatment of temporomandibular joint diseases.

Business Foundation is a computerized simulation of common management decisions required by dental practices. It is a guided learning system that helps dental students discover business fundamentals of running a small dental practice.

Dentists in the United States must complete a three-year undergraduate program to earn a bachelor's degree. This is followed by four years of dentistry training to qualify as a doctor of dental surgery (DDS) or a doctor of dentistry (DMD). The history of dentistry is an ancient history of mankind and civilization, with the earliest evidence dating from 7,000 BC to 5500 BC.

Studies have shown that dentists coming from different countries [17] or from different dental schools in one country [18] can make different clinical decisions under the same clinical conditions. For example, a dentist who has graduated from an Israeli dental school can recommend the removal of asymptomatic effects on the third molar (wisdom tooth) than a dentist who has graduated from a Latin American or Eastern European dental school.