Percorrer por autor "Pastore, Ludovico"
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- The use of simulation tools in oral and maxillofacial surgery: a systematic reviewPublication . Pastore, Ludovico; Venda Nova, Carolina; Correia, Patrícia NunesBackground: Oral and maxillofacial surgery is a challenging specialty with challenging technical demands and fine anatomical requirements. Traditional teaching methods are nearly entirely reliant on direct observation, cadaveric dissection, and clinical supervision. Limitations such as restricted access to cases, ethical considerations, and lack of consistency in learning opportunities are also present in these methods. Simulation technologies such as immersive virtual reality (VR), 3D printed anatomical models, dynamic navigation systems, and haptic feedback devices offer innovative solutions with the potential to enhance surgical training through interactive, reproducible, and risk-free learning environments. The purpose of this systematic review is to evaluate how these simulation devices compare to conventional teaching methods in oral and maxillofacial surgical training. Methodology: The literature search was carried out in three main databases: PubMed, Web of Science and Google Schoolar. The PRISMA guidelines were followed and inclusion and exclusion criteria were applied. Results: Of the 440 studies identified, 11 studies from 2014 to 2024 were selected and reviewed. Various simulation tools utilized were immersive virtual reality, 3D printed models, dynamic navigation systems, and haptic devices. Simulation technology has shown utility in preclinical education, particularly in augmenting student confidence, satisfaction, and anatomical knowledge. Variability of findings, paucity of longitudinal data, and scarcity of randomized controlled trials restrict the potential for generalized conclusions. The majority of studies addressed subjective outcomes, with few assessing objectively technical accuracy or translation to clinical practice. Conclusions: Simulation devices have great educational promise, but they are not yet available for substitution of conventional teaching. Additional well-conducted investigations involving larger numbers of subjects and longer follow-up are required to authenticate these technologies and establish their ultimate position in oral and maxillofacial surgery training curricula.