Simodont Research
1. Bakker et al., 2010
Psychomotor skills gained from the Simodont transferred to reality on a Manikin
2. Bakr et al., 2013
Early research found value in the Simodont, as well as limitations.
3. Bakr et al., 2014
Students accept Simodont with no clear evidence it will assist in skills needed
4. Bakr et al., 2015
Students believe that Simodont should be used in dental education as a supplement trainer
5. de Boer et al., 2015
Working in 3D gets better results than 2D.
6. Al-Saud et al., 2016
Combining instructor feedback and virtual reality feedback is the best way to teach
7. Mirghani et al., 2018
Simodont results can distinguish between novice and experienced students.
8. de Boer et al., 2017
Force feedback improves student performance and high precision manual dexterity tasks
9. Perry et al., 2017
Working memory is used during dental virtual reality tasks on the Simodont
10. Montanet et al., 2017
Dental faculty value the educational utility of the Simodont. Older faculty found Simodont harder to use. Training for faculty is needed for use
11. de Boer et al., 2019
Novice students can gain psychomotor skill at a level of force feedback and transfer it to another that they have never experienced
12. Al-Saud et al., 2020
Performance on a Simodont at early stage of dental education can predict future clinical performance
13. Serrano et al., 2020
Pilot (Qualitative study) using patient-centered training module. Patient virtual models can allow dentists/students to practice specific procedures on Simodont before treating patients.
14. Murbay et al., 2020
Students exposed to Simodont can prepare many more satisfactory preparations compared to those not using the Simodont
15. Osnes et al., 2020
Simodont exercises simulating carries removal can distinguish between novice and experienced performance