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Immersive 3D Educational Contents: A Technical Note for Dental Educators.

Sabira Barour^1,2, Raphaël Richert^1,2, François Virard^1,2

¹Department de Prothèses, Université Claude Bernard Lyon 1, 69008 Lyon, France.

Healthcare (Basel, Switzerland)

|February 10, 2021

Summary

This summary is machine-generated.

This study introduces easy-to-use methods for creating 3D dental models using intraoral scanners (IOS) and Cone Beam Computed Tomography (CBCT). These accessible 3D files enhance dental education, though further development is needed for wider collaboration.

Keywords:

3D files clinical teaching digital training healthcare education innovation in teaching

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Area of Science:

Dental Education
Medical Imaging
3D Technology

Background:

Three-dimensional (3D) patient geometry files are obtainable via intraoral scanners (IOS) and Cone Beam Computed Tomography (CBCT).
Despite the promotion of 3D files in medical education, limited accessible methodologies and protocols hinder their widespread adoption by educators.
Existing methods often lack ease of use, presenting a barrier to integrating advanced digital tools into dental curricula.

Purpose of the Study:

To present innovative and accessible methodologies for creating 3D files specifically for dental education.
To provide educators with practical protocols for utilizing 3D digital data in teaching.
To demonstrate the potential of 3D files in enhancing dental training and learning outcomes.

Main Methods:

Defining clear educational outcomes and specific learning situations.
Digitizing relevant dental content using intraoral scanners (IOS) and Cone Beam Computed Tomography (CBCT).
Employing free software for post-treatment processes: quality analysis, re-meshing, and file simplification tailored to educational activities.

Main Results:

Successfully illustrated several educational activities utilizing 3D files within dental education.
Demonstrated the feasibility of creating accessible 3D educational materials from patient scans.
Highlighted the potential for diverse applications of 3D files in dental pedagogy.

Conclusions:

Accessible 3D files offer numerous applications for dental educators, significantly enriching the learning experience.
Further research is necessary to develop collaborative tools for 3D file sharing and utilization.
Addressing these advancements can help prevent educational inequalities between institutions by democratizing access to 3D technology.