West Virginia University, School of Dentistry, Department of Dental Hygiene Morgantown, West Virginia
PROBLEM STATEMENT: Augmented reality (AR) is simulation technology that allows interaction with 3-dimensional virtual objects while interfacing with external environment. AR has been employed in dental offices for implant surgery; Artificial Intelligence (AI) datasets are complimenting and improving the practice. This technology is becoming prevalent in the dental field, particularly in oral malignancies diagnostic systems. Future oralhealth providers should be prepared to adapt. AR complimented by AI datasets pose opportunities to enhance dental education.
PURPOSE: Assess the knowledge of and perceived value of AR learning experiences to better prepare our medical and dental workforce.
METHODS: A survey regarding knowledge, perceptions, and availability of AR technology was distributed to Health Sciences faculty and students (Qualtrics, Provo, UT). The instrument consisted of 5-point Likert-scale, matrix, and free text questions. Convenience snowball sampling technique was employed, distribution through various internal listservs.
RESULTS: Across the spectrum of disciplines under the umbrella of HSC, 168 total responses. 22 responses from students enrolled in School of Dentistry (SD) and Dental Hygiene (DDH). 16 faculty within SD/DDH. Among students, 55% agreed/strongly agreed that AR practice was an effective way to feel more prepared to treat patients, while 59% agreed/strongly agreed that self-paced AR practice of clinical procedures is an effective way to meet competencies. Among faculty, 56% agreed/strongly agreed that self-paced AR practice of clinical procedures is effective towards competency, 69% would be willing to implement AR into curricula.
CONCLUSIONS: The majority of SD/DDH students and faculty see value in integrating AR experiences into curriculum. Across the globe, AR is posed to change education and patient treatment. AR also has potential to provide an effective learning experience if there is a temporary barrier to in-person learning, such encountered during the COVID-19 pandemic. Incorporating AR/AI data sets into curriculum can better prepare oral health professionals to provide quality, comprehensive patient care.
WVU IRB: 2202531621
All abstract authors: Elizabeth Southern Puette, RDH, MSDH, FADHA, CTTS Bradley End, MD, FAAEM Forrest T Olgers, PhD, MBA, PA-C Dorian Williams, MD, FAAFP, CHSE
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