Accepted for/Published in: JMIR Medical Education
Date Submitted: Apr 25, 2019
Date Accepted: Mar 23, 2020
Development of a virtual 3D caries lesion progression dynamic model as a learning object for caries detection training/teaching
ABSTRACT
Background:
In the last decade, 3D virtual models have been used for educational purposes in health sciences specifically in human anatomy and pathology teaching. They represent an opportunity to visualize key spatial relations, in a didactic way, hardly understood by traditional teaching methods. Caries lesion detection is a crucial process in dentistry and has been reported as difficult to be understood, especially at linking clinical characteristics of the different severity stages and their histological features, fundamental for the treatment decision-making.
Objective:
This project was designed to develop a digital, virtual, three-dimensional (3D) model of the caries lesion formation, its progression and the detection of lesions at different severity stages as an attempt of complementing traditional lectures.
Methods:
Pedagogical planning, including objectives, exploration of the degree of difficulty of caries-diagnosis associated topics perceived by dental students and lecturers as well as literature review of key concepts and experts consultation, were performed prior the model construction. An educational script strategy was created including issues to be addressed (dental tissues, biofilm stagnation areas, demineralization process, caries lesion progression on occlusal surfaces, clinical characteristics related to different stages of caries progression and its histological correlation). Development of the virtual 3D model was performed using the “Virtual Man Project” and was refined using multiple forms of 3D software. A phase of computer graphic modelling and pre-visualization was executed. Afterwards, revision, suggestions and editing processes were made. Finally, explanatory subtitles, generated textured and rendered format, and voice-over in three languages were included.
Results:
This process resulted in a 6-minute virtual 3D dynamic video intended for dentists and dental students to support teaching-learning caries lesion detection in three languages (English, Spanish and Brazilian Portuguese). Videos were made available on YouTube and to date they have more than 100 thousand visualizations.
Conclusions:
Complementing pedagogical tools would be of valuable interest to complement Cariology education. This tool would be further tested in terms of utility and usability as well as user’s satisfaction in achieving the proposed objectives in specific contexts Clinical Trial: NA
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