Impact of the Practice of Playing Video Games on Technical Skills Development in Preclinical Dental Education: Preliminary Cross-Sectional Observational Study
Notice bibliographique
Résumé
BACKGROUND: Video games are becoming increasingly accessible and occupy a prominent position among students' leisure activities. Recent studies have demonstrated that engagement with video games can facilitate the development of specific abilities, such as visuospatial skills and hand-eye coordination. Thus, it seemed relevant to investigate whether the practice of playing video games could enhance the technical capabilities of novice dental students. OBJECTIVE: The objective of this study was to ascertain whether dental students who identified themselves as video game players exhibited differences in fundamental technical skills in comparison to students who identified as nonplayers. This preliminary study aimed to validate the methodology and measurement tools for a subsequent prospective study. METHODS: Second-year dental students who were novices in the field of preclinical dental practice were divided into 2 groups: one designated nonplayers and the other players. The visual, motor, and cognitive coordination of the students was assessed using 3 different tests. The initial assessment focused on evaluating spatial ability, while the subsequent assessments addressed arm-hand coordination and the velocity of execution. The study data were collected in September 2021. RESULTS: This study included 92 second-year dental students (mean age 19.49, SD 0.8 years). Thirty-seven students were placed in the player group (40%), while 55 were placed in the nonplayer group (60%). The findings showed no statistically significant differences between the two groups when the 3 distinct tests were administered. The nonplayer group made fewer mistakes on the test evaluating spatial ability (P=.051) and achieved a higher score on the modified Precision Manual Dexterity Test, which evaluates arm-hand coordination, compared to the player group (P=.17), but without statistical significance. The nonplayer group took more time to perform the pulpotomy during the third test, which evaluated execution speed, compared to the player group, again without significance (P=.87). CONCLUSIONS: This study did not demonstrate significant differences between player and nonplayer dental students who participated in the study with regard to their fundamental technical abilities in a preclinical training environment. Nevertheless, it validated the feasibility of a methodology for a future longitudinal study to concentrate on the evolution of acquiring technical skills during preclinical training in these two populations. Consequently, further investigation is warranted to determine the potential impact of video games on the acquisition of surgical skills, including in dentistry.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».