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Teaching and Learning with Touch Technologies in Dental Education

Research output: Chapter in Book/Report/Conference proceedingConference paper

Original languageEnglish
Title of host publicationConference: ADEE 2017, At Vilnius, Lithuania
Publication statusPublished - 2017

King's Authors

Abstract

Theme: Teaching Methods Number: 10 Title: Teaching and Learning with Touch Technologies in Dental Education Presenter: Prof Dr Margaret J Cox Authors: Cox, M.J., Quinn B F A , San Diego J Authors’ Affiliation: King’s College London Dental Institute, London, United Kingdom Background: Although 10 years of research studies have shown that haptics (the sense of touch) simulators have significantly enhanced the teaching of skills involving touch control and hand-eye coordination in Dental Education, there are few studies to date evaluating the teaching approaches which enable the effective integration of using haptic simulators into the undergraduate dental curriculum Aims & Objectives: The aim of this study were to analyse the different laboratory settings and teaching techniques used over a ten-year period for the use of the hapTEL simulators in teaching undergraduate BDS students Materials & Methods: Educational Setting: hapTEL laboratory with 6-12 hapTEL Virtual simulators; students working in pairs to remove caries from Class 1 cavities. Student year cohorts ranged from 112 – 124, divided into tutor groups of 24 (2008-2011) to 12 (2012-2017) per session. Teaching strategies: Varied from 1-hour long lecture followed by 1.5 hours hapTEL session supported by tutors and a technician, to online introductory group tutorial/demonstration followed by one 1.5 hour session (S1) and one 1-hour session, 2-3 weeks apart. Students working in pairs were taught to trouble-shoot the hapTEL work-station. Their learning progression was measured by pre and post-assessment tests (2008-2011) and log files of caries removed (2010 – 2017). Results: The use of the hapTEL simulators was found to be most reliable (fewest technical issues) when the students were taught to trouble-shoot the devices themselves. The online tutorial/demonstration strategy provided the best preparation for the students to use the simulators. There was consistent improvement in the students’ fine motor skills and caries removal (% of caries removed, healthy tissue remaining, exposing the pulp etc Conclusions: The effectiveness of using haptic simulators will depend upon the teaching and learning strategies used; the most effective being a blended learning approach and maximising the student ownership and responsibility for the learning and assessment tasks.

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