AIM: The purpose of this study was to assess novice student perception of haptic-based manual dexterity training. The short-term impact of haptic training in the early phase of preclinical operative dentistry education was also investigated. METHODS: Dental students performed a class II amalgam and a class III resin tooth preparation in a typodont model at baseline. The experimental group performed exercises on the manual dexterity module of the IDEA™ software using a haptic device. The exercises required removing the maximum amount of three-dimensional geometric shapes within a predetermined width and depth. Tooth preparations were repeated 2 weeks later. A questionnaire survey was given to assess the subjective evaluation of the haptic simulation exercise. RESULTS: Tooth preparations were scored regarding external outline, internal form, and integrity of adjacent tooth. Improvement of overall tooth preparation scores post-haptic use was not statistically significant compared to controls (P > 0.05). However, students found the game-feature of the haptic device made the learning experience more fun and interesting. CONCLUSION: The haptic exercises with the manual dexterity module software were not superior in improving the dexterity of students for tooth cavity preparations in short-term. Benefits of ease of use and fun learning experience can be further investigated in future studies.
AIM: The purpose of this study was to assess novice student perception of haptic-based manual dexterity training. The short-term impact of haptic training in the early phase of preclinical operative dentistry education was also investigated. METHODS: Dental students performed a class II amalgam and a class III resin tooth preparation in a typodont model at baseline. The experimental group performed exercises on the manual dexterity module of the IDEA™ software using a haptic device. The exercises required removing the maximum amount of three-dimensional geometric shapes within a predetermined width and depth. Tooth preparations were repeated 2 weeks later. A questionnaire survey was given to assess the subjective evaluation of the haptic simulation exercise. RESULTS: Tooth preparations were scored regarding external outline, internal form, and integrity of adjacent tooth. Improvement of overall tooth preparation scores post-haptic use was not statistically significant compared to controls (P > 0.05). However, students found the game-feature of the haptic device made the learning experience more fun and interesting. CONCLUSION: The haptic exercises with the manual dexterity module software were not superior in improving the dexterity of students for tooth cavity preparations in short-term. Benefits of ease of use and fun learning experience can be further investigated in future studies.