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ABSTRACT Clinical Considerations Objective Conclusions Conventional facebow records are used to transfer the maxillary cast into the analog articulator. Different reference planes have been described, including the true horizontal or gravity reference plane. A conventional facebow (Kois Dentofacial Analyzer; Panadent) allows the recording of the gravity plane for transferring the maxillary cast into the analog semi‐adjustable articulator. Clinical procedures should also allow the maxillary scan transfer into the virtual articulator by using the true horizontal reference plane.The present manuscript describes the step‐by‐step protocol to record the gravity plane and to transfer the maxillary scan into the virtual articulator by using an extraoral scan body system.The extroral scan body device enables the substitution of the conventional facebow procedure. Additionally, this extraoral scan body is fabricated by using additive manufacturing technologies and eases the complete digital workflow for transferring the maxillary scan into the virtual articulator. [ABSTRACT FROM AUTHOR]

This mixed-method study aims to determine the effect of the use of mobile virtual patient application with narrated case-based virtual patients as an assistive technology on students' clinical reasoning skills. It makes a notable contribution by exploring the impact of mobile virtual patient applications on healthcare students' clinical skills and their preparation for real-world patient care. In addition, the accuracy of the analysis results regarding the effect on student achievement was analyzed with a second dataset tool, and thus, aiming to increase reliability by verifying the same research question with a different quantitative analysis technique. In the qualitative part of the study, students' views on the implementation were collected through an open-ended questionnaire and the data were subjected to content analysis. An achievement test was also developed to determine the development of students' clinical reasoning skills, which revealed that each of the learning environments had different outcomes regarding students' achievement and that supporting the traditional environment with the mobile virtual patient application yielded better results for increasing students' achievement. Students' opinions about the mobile virtual patient application and the process also support the increase in academic achievement aimed at measuring clinical reasoning skills. The content analysis showed that the students, who generally reported multiple positive factors related to the application, thought that the stories and cases presented created a perception of reality, and they especially highlighted the contribution of the application to learning the story organization. Based on all these results, it can be said that the application supports clinical reasoning, provides practical experience, improves academic achievement, and contributes positively to motivation. [ABSTRACT FROM AUTHOR]

Objective: The aim of this report is to present the complete workflow of 3D virtual patient for planning and performing implant surgery with magnetically retained 3D‐printed stackable guides. Clinical Considerations: A 3D‐printed stackable system was proposed based on bone, dental, and facial references. Initially, a 66‐year‐old male patient was digitalized through photographs, cone beam computed tomography, and intraoral scans (Virtuo Vivo, Straumann). All files were merged to create a 3D virtual patient in the planning software (coDiagnostiX, Straumann). Sequential stackable guides were designed, printed, and cured. Magnets were inserted into connectors, and the interim protheses received color characterization. Four mounted guides were produced for the specific purposes of pin fixation, bone reduction, implant placement, and immediate provisionalization. After surgery and healing period, patient digital data were updated. Final implant positions were compared to planned values and inconsistencies were clinically acceptable. The mean angular deviation was 5.4° (3.2–7.3) and mean 3D discrepancies were of 0.90 mm (0.46–1.12) at the entry point and 1.68 mm (1.00–2.20) at implant apex. Case follow‐up revealed stability, patient's comfort, and no intercurrences. Conclusion: Magnetically retained stackable guides provide treatment accuracy and reduce surgical and prosthetic complications. The projected virtual patient enhances decision‐making and communication between the multidisciplinary team and the patient, while decreases time and costs. Clinical Significance: Bidimensional diagnosis and freehand implant placement have limitations and outcomes often rely on professionals' expertise. Performing facially driven virtual planning improves treatment predictability. This approach promotes function, esthetic harmony, and patient satisfaction. Implant guided surgery and 3D printed prostheses constitute a reproducible digital workflow that can be implemented into clinical practice to optimize dental care. [ABSTRACT FROM AUTHOR]

Introduction: The abrupt transition to remote learning caused by the COVID-19 pandemic clearly indicated the need to implement radical technological and institutional changes to the current approach to teaching. Virtual reality (VR) and artificial intelligence (AI) assisted programs have emerged as the new and effective methods utilized in education and medical training. Material and methods: The Virtual Clinic (VC) is a new online application developed by Polish medical universities which implement AI algorithms to teach students the medical interview including obtaining patients medical history, performing a physical examination as well as diagnostics and treatment planning. Our study enrolled 164 medical students who tested the VC and completed an online questionnaire. Results: The results of the survey showed that 93.9% of the respondents believe that the VC will prove effective as an educational tool supporting teaching at faculties of medicine and health sciences. Conclusions: Our preliminary experiences suggest that the use of AI assisted programs such as the VC seems highly anticipated and justified in medical higher education.

Introduction: Treating extensive burn injury requires an individually tailored resuscitation protocol that includes hourly-titrated intravenous fluid infusion to avert both hypovolemic shock and edema. Due to the complexity of burn pathophysiology and significant variability in treatment protocols, there is an ongoing effort to optimize burn resuscitation. The goal of this work is to contribute to this effort by developing a mathematical model of burn pathophysiology and resuscitation for in silico testing of burn resuscitation protocols and decision-support systems. Methods: In our previous work, we developed and validated a mathematical model consisting of volume kinetics, burn-induced perturbations, and kidney function. In this work, we expanded our previous mathematical model to incorporate novel mathematical models of cardiovascular system and hormonal system (renin-angiotensin-aldosterone (RAAS) system and antidiuretic hormone) which affect blood volume and pressure regulation. We also developed a detailed mathematical model of kidney function to regulate blood volume, pressure, and sodium levels, including components for glomerular filtration rate, reabsorption rates in nephron tubules, Tubuglomerular feedback, and myogenic mechanisms. We trained and validated the expanded mathematical model using experimental data from 15 pigs and 9 sheep with extensive burns to quantitatively evaluate its prediction accuracy for hematocrit, cardiac output, mean arterial pressure, central venous pressure, serum sodium levels, and urinary output. We then trained and tested the mathematical model using a clinical dataset of 233 human burn patients with demographic data and urinary output measurements. Results: The mathematical model could predict all tested variables very well, while internal variables and estimated parameters were consistent with the literature. Discussion: To the best of our knowledge, this is the first mathematical model of burn injury and resuscitation which is extensively validated to replicate actual burn patients. Hence, this in silico platform may complement large animal pre-clinical testing of burn resuscitation protocols. Beyond its primary purpose, the mathematical model can be used as a training tool for healthcare providers delivering insight into the pathophysiology of burn shock, and offering novel mathematical models of human physiology which can be independently used for other purposes and contexts. [ABSTRACT FROM AUTHOR]

Background: In recent years, advancements in digital dentistry have provided new opportunities for more predictable and efficient treatment options, particularly in patients with failing dentition. This study aimed to evaluate the effectiveness and accuracy of a fully digital workflow using stackable surgical templates for complete dental arch rehabilitation with implant-supported fixed restorations. Methods: Four patients, comprising two males and two females with a mean age of 66 years, were included in this case series. Each patient underwent meticulous digital planning, including CBCT and intraoral scanning, to create a virtual patient for preoperative assessment and virtual treatment planning. The assessment of the trueness of implant positioning was conducted in Geomagic Control X software (version 2017.0.3) by referencing anatomical landmarks from both the preoperative and one-year postoperative CBCT scans. Results: A total of 25 dental implants were placed in the maxilla, followed by the installation of long-term provisional restorations. The results showed minimal deviation between the planned and actual implant positions, with mean 3D coronal, apical, and angular discrepancies of 0.87 mm, 2.04 mm, and 2.67°, respectively. All implants achieved successful osseointegration, and no failures were recorded, resulting in a 100% survival rate at the one-year follow-up. Patients reported high satisfaction with both the esthetic and functional outcomes based on their subjective feedback. Conclusions: The findings suggest that the use of a fully digital workflow with stackable surgical templates is a reliable and effective approach for immediate implant placement and prosthetic rehabilitation, enhancing treatment precision and patient comfort. [ABSTRACT FROM AUTHOR]

In esthetic prosthetic treatment, color, shape, texture of teeth, and harmony with the facial appearance are considered very important. The virtual patient is formed by integrating data from intraoral and facial scans and mandibular movement records, making fabricating more aesthetic and functional prostheses possible in digital dentistry. In this case report, the patient with the tilted occlusal plane and facial asymmetry was restored with an anterior maxillary implant and a tooth-supported fixed prosthesis using the virtual patient. By using a virtual patient, it was possible to communicate between the dentist and patient or the dental technician during the design process, and we report this case because the results showed satisfactory aesthetic and functional results after treatment. [ABSTRACT FROM AUTHOR]

Class II malocclusions present with a different occlusal pattern to patients with Class I malocclusions, characterized by a large overjet and overbite in the anterior region, resulting in habitual mandibular protrusion during speech or mastication. When rehabilitating Class II patients, it is important to consider lateral and anterior guidance, to ensure balanced posterior guidance during protrusive movements before anterior contact, and to establish freedom in the intercuspal position. In this case, digital tools were used for the full-mouth rehabilitation of a skeletal class II patient. A virtual patient was created using facial scan data, digital facebow transfer and jaw motion tracking. Provisional restorations were fabricated based on the virtual patient. After identifying occlusal interference during anterior movement with the first provisional, the virtual patient was updated and the occlusal design was refined. For the final restorations, the virtual patient was updated again to reflect the functionally and esthetically satisfactory provisional restorations and their adapted occlusion. This digital approach facilitated accurate replication of the dynamic occlusal relationships, resulting in functionally and esthetically successful outcomes. [ABSTRACT FROM AUTHOR]

This paper investigates the feasibility of detecting and estimating the rate of internal hemorrhage based on continuous noninvasive hematocrit measurement. A unique challenge in hematocrit-based hemorrhage detection is that hematocrit decreases in response to hemorrhage and resuscitation with fluids, which makes hemorrhage detection during resuscitation challenging. We developed two sequential inference algorithms for detection of internal hemorrhage based on the Luenberger observer and the extended Kalman filter. The sequential inference algorithms use fluid resuscitation dose and hematocrit measurement as inputs to generate signatures to enable detection of internal hemorrhage. In the case of the extended Kalman filter, the signature is nothing but inferred hemorrhage rate, which allows it to also estimate internal hemorrhage rate. We evaluated the proof-of-concept of these algorithms based on in silico evaluation in 100 virtual patients subject to diverse hemorrhage and resuscitation rates. The results showed that the sequential inference algorithms outperformed naïve internal hemorrhage detection based on the decrease in hematocrit when hematocrit noise level was 1% (average F1 score: Luenberger observer 0.80; extended Kalman filter 0.76; hematocrit 0.59). Relative to the Luenberger observer, the extended Kalman filter demonstrated comparable internal hemorrhage detection performance and superior accuracy in estimating the hemorrhage rate. The analysis of the dependence of the sequential inference algorithms on measurement noise and plant parametric uncertainty showed that small (≤1%) hematocrit noise level and personalization of sequential inference algorithms may enable continuous noninvasive detection of internal hemorrhage and estimation of its rate. [ABSTRACT FROM AUTHOR]

OBJECTIVE: The aim of this study was to determine the effectiveness of a virtual service/patient-based program (vSPBP) developed for nursing education and its effect on the development of care plan preparation and clinical decision-making skills. METHODS: The study was conducted in a quasi-experimental design with a sample of fourth-year nursing students. Participants were assigned to the intervention group (n=44) and control group (n=51). The intervention group participated in a fullday vSPBP in addition to clinical training, whereas the control group received only the clinical training. Both groups were evaluated at the end of the intervention for care planning skills and at the beginning, middle, and end of the academic year for clinical decision-making skills. The Modified Simulation Effectiveness Tool (mSET) and focused group interview were used to evaluate the effectiveness of the vSPBP; nursing students' Clinical Decision-Making in Nursing Scale (CDM-NS) and Care Plan Evaluation Form were used to evaluate learning outcomes. Quantitative data were analyzed using the t-test and ANOVA. Qualitative data were analyzed by three researchers, and themes were identified. Ethical permissions were obtained from the relevant units. RESULTS: The total score of the Turkish Version of the mSET was 84.39±12.08 (51-95) and the education program was found to be highly effective. The mean care plan preparation skills scores of the intervention and control groups were 44.84±2.77 and 27.75±4.28 (0-50), respectively, and the total scores of the CDM-NS (at the last measurement) were 147.90±11.28 and 146.42±12.21. While there was a significant difference between the intervention and control groups in the ability to prepare a care plan (p=0.001), there was no difference between the groups in clinical decision-making skills over time (p=0.433), between the second and third measurements over time (p>0.05), but both measurements increased significantly compared with the first measurement (p=0.000). CONCLUSION: The vSPBP was determined to be an effective learning activity for the development of care plan preparation and clinical reasoning skills, as well as effective in closing the gap between theoretical and clinical knowledge and adaptation to the nursing process when applied in an integrated manner with the existing nursing program. [ABSTRACT FROM AUTHOR]

Objective To construct a novel virtual patient (VP) system based on artificial intelligence large language model (LLM) technology for medical education, and to evaluate its effectiveness in improving the clinical thinking skills of primary care physicians in continuing education. Methods Primary care physicians from grassroots community hospitals who were in training at Zhongda Hospital Southeast University from January 2021 to February 2024 were selected as the research subjects and randomly divided into experimental group and control group. The VP system based on LLM and traditional teaching methods were used for instruction. The teaching effects were evaluated through theoretical knowledge assessment, clinical thinking ability assessment, and course satisfaction surveys, with the results subjected to corresponding statistical analysis. Results A total of 124 primary community doctors were included, with 60 in the experimental group and 64 in the control group. No significant statistical differences in the general baseline data between the experimental and control groups. The clinical thinking scores of the experimental group were significantly higher than those of the control group (83.83±3.15 vs. 79.92±4.52, P

Abstract Introduction Virtual Patients (VPs) have been shown to improve various aspects of medical learning, however, research has scarcely delved into the specific factors that facilitate the knowledge gain and transfer of knowledge from the classroom to real-world applications. This exploratory study aims to understand the impact of integrating VPs into classroom learning on students’ perceptions of knowledge acquisition and transfer. Methods The study was integrated into an elective course on “Personalized Medicine in Cancer Treatment and Care,” employing a qualitative and quantitative approach. Twenty-two second-year medical undergraduates engaged in a VP session, which included role modeling, practice with various authentic cases, group discussion on feedback, and a plenary session. Student perceptions of their learning were measured through surveys and focus group interviews and analyzed using descriptive statistics and thematic analysis. Results Quantitative data shows that students highly valued the role modeling introduction, scoring it 4.42 out of 5, and acknowledged the practice with VPs in enhancing their subject matter understanding, with an average score of 4.0 out of 5. However, students’ reflections on peer dialogue on feedback received mixed reviews, averaging a score of 3.24 out of 5. Qualitative analysis (of focus-group interviews) unearthed the following four themes: ‘Which steps to take in clinical reasoning’, ‘Challenging their reasoning to enhance deeper understanding’, ‘Transfer of knowledge ‘, and ' Enhance Reasoning through Reflections’. Quantitative and qualitative data are cohered. Conclusion The study demonstrates evidence for the improvement of learning by incorporating VPs with learning activities. This integration enhances students’ perceptions of knowledge acquisition and transfer, thereby potentially elevating students’ preparedness for real-world clinical settings. Key facets like expert role modeling and various authentic case exposures were valued for fostering a deeper understanding and active engagement, though with some mixed responses towards peer feedback discussions. While the preliminary findings are encouraging, the necessity for further research to refine feedback mechanisms and explore a broader spectrum of medical disciplines with larger sample sizes is underscored. This exploration lays a groundwork for future endeavors aimed at optimizing VP-based learning experiences in medical education.

When fabricating a maxillary full‐arch implant‐supported fixed dental prosthesis, it is often challenging to systematically reduce alveolar bone to create prosthetic space and hide the prosthesis‐tissue junction. This article presents a digital technique that allows for precise bone reduction while simultaneously placing implants and interim prostheses. By using this technique, clinicians can perform surgical procedures in a systematic manner without compromising the functional or esthetic outcomes. [ABSTRACT FROM AUTHOR]

Introduction: Virtual Patients (VPs) have been shown to improve various aspects of medical learning, however, research has scarcely delved into the specific factors that facilitate the knowledge gain and transfer of knowledge from the classroom to real-world applications. This exploratory study aims to understand the impact of integrating VPs into classroom learning on students' perceptions of knowledge acquisition and transfer. Methods: The study was integrated into an elective course on "Personalized Medicine in Cancer Treatment and Care," employing a qualitative and quantitative approach. Twenty-two second-year medical undergraduates engaged in a VP session, which included role modeling, practice with various authentic cases, group discussion on feedback, and a plenary session. Student perceptions of their learning were measured through surveys and focus group interviews and analyzed using descriptive statistics and thematic analysis. Results: Quantitative data shows that students highly valued the role modeling introduction, scoring it 4.42 out of 5, and acknowledged the practice with VPs in enhancing their subject matter understanding, with an average score of 4.0 out of 5. However, students' reflections on peer dialogue on feedback received mixed reviews, averaging a score of 3.24 out of 5. Qualitative analysis (of focus-group interviews) unearthed the following four themes: 'Which steps to take in clinical reasoning', 'Challenging their reasoning to enhance deeper understanding', 'Transfer of knowledge ', and ' Enhance Reasoning through Reflections'. Quantitative and qualitative data are cohered. Conclusion: The study demonstrates evidence for the improvement of learning by incorporating VPs with learning activities. This integration enhances students' perceptions of knowledge acquisition and transfer, thereby potentially elevating students' preparedness for real-world clinical settings. Key facets like expert role modeling and various authentic case exposures were valued for fostering a deeper understanding and active engagement, though with some mixed responses towards peer feedback discussions. While the preliminary findings are encouraging, the necessity for further research to refine feedback mechanisms and explore a broader spectrum of medical disciplines with larger sample sizes is underscored. This exploration lays a groundwork for future endeavors aimed at optimizing VP-based learning experiences in medical education. [ABSTRACT FROM AUTHOR]

Abstract Background Virtual patients are an educational technological approach used in healthcare education. Its distinctive features have rendered virtual patient technology appealing for the training of medical and healthcare students, particularly in the enhancement of clinical reasoning. Virtual patients are less often applied for continuous professional development for practicing healthcare providers, and there is a scarcity of studies exploring this possibility. This study aimed to assess the acceptability of nurses for using virtual patients as a continuous professional development approach. Method The study used a quasi-experimental posttest setup design. The study was conducted in ten primary healthcare settings in Rwanda. Among 76 nurses who consented to participate in the study, 56 completed the intervention and responded to the study questionnaire. Following a one-week program of continuous professional development on four non-communicable diseases, the study used a self-administered questionnaire based on the Technology Acceptance Model 3 to collect data. Descriptive analysis served as the primary method for analyzing participants’ responses. The study also used a correlation test to assess the relationship of variables. Results Across all items in the questionnaire, the median response tended towards either agree or strongly agree, with only a minority number of participants expressing strong disagreement, disagreement, or neutrality. The results indicated a significant positive correlation between perceived usefulness and behavior intention (p

Background: Virtual patients are an educational technological approach used in healthcare education. Its distinctive features have rendered virtual patient technology appealing for the training of medical and healthcare students, particularly in the enhancement of clinical reasoning. Virtual patients are less often applied for continuous professional development for practicing healthcare providers, and there is a scarcity of studies exploring this possibility. This study aimed to assess the acceptability of nurses for using virtual patients as a continuous professional development approach. Method: The study used a quasi-experimental posttest setup design. The study was conducted in ten primary healthcare settings in Rwanda. Among 76 nurses who consented to participate in the study, 56 completed the intervention and responded to the study questionnaire. Following a one-week program of continuous professional development on four non-communicable diseases, the study used a self-administered questionnaire based on the Technology Acceptance Model 3 to collect data. Descriptive analysis served as the primary method for analyzing participants' responses. The study also used a correlation test to assess the relationship of variables. Results: Across all items in the questionnaire, the median response tended towards either agree or strongly agree, with only a minority number of participants expressing strong disagreement, disagreement, or neutrality. The results indicated a significant positive correlation between perceived usefulness and behavior intention (p < 0.001). Conclusion: The findings indicate an acceptability and behavioral intention of adopting virtual patients as an alternative continuous professional development approach among nurses working at health centers in Rwanda or other locations with similar contexts. [ABSTRACT FROM AUTHOR]

This study presents a scoping review of research on artificial intelligence (AI)- driven virtual patients (VPs) for communication skills training of healthcare students. We aimed to establish what is known about these emergent learning tools, to characterise their design and implementation into training programmes. The preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews framework was consulted. Searches occurred in six online databases to capture relevant articles from 2014 to 2024. Eight articles from five disciplines met inclusion criteria. A variety of design approaches, creation tools and VP appearances exist. Educational considerations such as consultation of educational theory, curricular integration and provision of feedback was overall lacking. Neutral to positive evaluations of satisfaction and acceptance of the VPs were provided by most students. Emerging literature suggests AI-driven VPs are increasingly being utilised for communication skills training, although their effectiveness is not established. Careful consideration of technological design features, educational theory and evidence regarding communication skill development should occur by clinical educators wishing to include AI-driven VPs in their training programmes. Further empirical research involving key stakeholders is needed to learn more about this technology. [ABSTRACT FROM AUTHOR]

Background: Virtual patients commonly train students in clinical competence in nursing education. This review aimed to evaluate the sample characteristics and sampling method, technological design of the virtual patients, duration of simulation methods, comparison methods used in control groups, outcomes of simulation interventions, and quality of the included randomized controlled studies. Methods: Five databases were searched using English-language keywords between 1995 and 2019. The Turkish Quality Assessment Tool for Quantitative Studies was used to evaluate the quality of randomized controlled trials. Of the 4235 studies identified, 10 randomized controlled trials reporting virtual patients in nursing education were reviewed. Results: The total number of participants in the review was 787. The virtual patient methods used in all studies differed. The duration was different in all the studies. Standardized patients, traditional education, facilitated mannequin-based simulation, written descriptions of the skills, low-, medium-, and high-fidelity simulation, and virtual simulation without training methods were used in the control groups for the comparison. Six studies indicated that virtual patients increased students' knowledge, skills, self-efficacy, self-confidence, nursing competencies, and satisfaction levels in clinical practice, while four studies found no significant difference between the groups. The quality was poor in four of 10 studies, moderate in two of 10 studies, and strong in four of 10 studies. Conclusions: This study demonstrated that the virtual patient methods used in studies varied in terms of technological design. The duration of simulation in the studies varied from less than 30 minutes to more than two months. The virtual patients could improve knowledge, skill acquisition, self-efficacy, self-confidence, and nursing competency compared with low-fidelity simulation, didactic education, no-intervention, or no-education studies. The quality results of the studies show that most of them had weak or strong research designs. [ABSTRACT FROM AUTHOR]

Background. This paper presents the experience of introducing the integrated course “Speech aspects of patient-centered communication” into the educational process of medical students. The research relevance is due to the low motivation of students to study linguistic disciplines. However, there is a direct correlation between the level of communication skills developed at language courses and the efficiency in solving professional problems, including those related to the treatment of patients. Purpose. The paper is aimed at justifying the use of digital resources as an effective means of mastering the skills of communication between a doctor and a patient. Materials and methods. The material of the study is educating videos, cases designed for visualizing ‘Virtual patient’, digital texts, interactive resources (https://wordwall.net/ru, https://quizlet.com, https://genial.ly, etc.), as well as and the content based on them, i.e., presentations, videos, multimedia materials. The paper uses theoretical and empirical research methods, including discourse analysis and the method of modeling situations “doctor – patient”. Results. The introduction of digital resources contributes to the conscious developing of the future doctor communication skills and the change in the existing attitude of students to this process from - "I know how to communicate with patients" - to the opinion - “I still have a lot to learn and develop both universal basic patient orientated communication skills (establishing contact, taking anamnesis, completing a consultation) and advanced communication skills of explanation and planning.” Conclusion. The conditions for mastering the communication skills of a future doctor are as follows: 1) organization of classes based on a collaborative approach involving active learning methods; 2) integration of subject areas, in particular language and medicine; 3) use of digital resources imitating the real working conditions with the patient and allowing you.

Background: In recent years, advancements in digital dentistry have provided new opportunities for more predictable and efficient treatment options, particularly in patients with failing dentition. This study aimed to evaluate the effectiveness and accuracy of a fully digital workflow using stackable surgical templates for complete dental arch rehabilitation with implant-supported fixed restorations. Methods: Four patients, comprising two males and two females with a mean age of 66 years, were included in this case series. Each patient underwent meticulous digital planning, including CBCT and intraoral scanning, to create a virtual patient for preoperative assessment and virtual treatment planning. The assessment of the trueness of implant positioning was conducted in Geomagic Control X software (version 2017.0.3) by referencing anatomical landmarks from both the preoperative and one-year postoperative CBCT scans. Results: A total of 25 dental implants were placed in the maxilla, followed by the installation of long-term provisional restorations. The results showed minimal deviation between the planned and actual implant positions, with mean 3D coronal, apical, and angular discrepancies of 0.87 mm, 2.04 mm, and 2.67°, respectively. All implants achieved successful osseointegration, and no failures were recorded, resulting in a 100% survival rate at the one-year follow-up. Patients reported high satisfaction with both the esthetic and functional outcomes based on their subjective feedback. Conclusions: The findings suggest that the use of a fully digital workflow with stackable surgical templates is a reliable and effective approach for immediate implant placement and prosthetic rehabilitation, enhancing treatment precision and patient comfort.

The options for prosthodontists and their patients have grown as new treatment modalities have been developed. However, the proliferation of information has prompted some to question the reliability and usefulness of more conventional approaches to prosthodontic care. Collectively, these contributors have made treatment planning far more difficult. The purpose of this article is to provide a framework for the prosthodontic treatment-planning process that incorporates the latest evidence-based information available.

Copyright of West China Journal of Stomatology is the property of Sichuan University, West China College of Stomatology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: Complete arch implant rehabilitation necessitates meticulous treatment planning and high‐level collaboration between surgical and prosthetic dental teams. Emerging virtual technologies hold considerable promise in streamlining this process. The aim of this article is to extend recommendations to clinicians venturing into the virtual patient‐assisted esthetic implant rehabilitation workflow. Overview: This article summarizes recommendations for virtual patient‐assisted esthetic implant rehabilitation in the following five aspects: three‐dimensional data handling and superimposition, occlusion and virtual articulator integration in creating virtual patients, streamlined face‐ and prosthetic‐driven surgical planning, reuse of presurgical data ("Copy & Paste"), and final impression for passive fitting of final restoration. To illustrate these principles, a case with complete‐mouth implant rehabilitation completed within six visits using this virtual patient workflow is presented. Conclusion: The virtual patient workflow serves as an invaluable tool to perform treatment planning, enhance efficiency, and ensure predictable outcomes in esthetic complete arch implant rehabilitation. Clinical Significance: Virtual workflows are increasingly prevalent in esthetic implant rehabilitation. Nevertheless, these workflows necessitate a distinct set of knowledge and tools divergent from conventional dentistry practices. This article offers guidelines and recommendations for dental clinicians who are new to this field. [ABSTRACT FROM AUTHOR]

Background: Virtual simulation (VS) is a developing education approach with the recreation of reality using digital technology. The teaching effectiveness of VSs compared to mannequins and real persons (RPs) has never been investigated in medical and nursing education. Objective: This study aims to compare VSs and mannequins or RPs in improving the following clinical competencies: knowledge, procedural skills, clinical reasoning, and communication skills. Methods: Following Cochrane methodology, a meta-analysis was conducted on the effectiveness of VSs in pre- and postregistration medical or nursing participants. The Cochrane Library, PubMed, Embase, and Educational Resource Information Centre databases were searched to identify English-written randomized controlled trials up to August 2024. Two authors independently selected studies, extracted data, and assessed the risk of bias. All pooled estimates were based on random-effects models and assessed by trial sequential analyses. Leave-one-out, subgroup, and univariate meta-regression analyses were performed to explore sources of heterogeneity. Results: A total of 27 studies with 1480 participants were included. Overall, there were no significant differences between VSs and mannequins or RPs in improving knowledge (standard mean difference [SMD]=0.08; 95% CI –0.30 to 0.47; I 2=67%; P =.002), procedural skills (SMD=–0.12; 95% CI –0.47 to 0.23; I 2=75%; P <.001), clinical reasoning (SMD=0.29; 95% CI –0.26 to 0.85; I 2=88%; P <.001), and communication skills (SMD=–0.02; 95% CI: –0.62 to 0.58; I 2=86%; P <.001). Trial sequential analysis for clinical reasoning indicated an insufficient sample size for a definitive judgment. For procedural skills, subgroup analyses showed that VSs were less effective among nursing participants (SMD=–0.55; 95% CI –1.07 to –0.03; I 2=69%; P =.04). Univariate meta-regression detected a positive effect of publication year (β=.09; P =.02) on communication skill scores. Conclusions: Given favorable cost-utility plus high flexibility regarding time and space, VSs are viable alternatives to traditional face-to-face learning modalities. The comparative effectiveness of VSs deserves to be followed up with the emergence of new technology. In addition, further investigation of VSs with different design features will provide novel insights to drive education reform. Trial Registration: PROSPERO CRD42023466622; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=466622 [ABSTRACT FROM AUTHOR]

Background: Atrial fibrillation (AF) is the most common sustained cardiac arrhythmia and is a leading cause of mortality and morbidity. Patient knowledge about AF and its management is paramount but often limited. Patients need to be appropriately informed about treatment options, medicinal adherence, and potential consequences of nonadherence, while also understanding treatment goals and expectations from it. Mobile health apps have experienced an explosion both in their availability and acceptance as "soft interventions" for patient engagement and education; however, the prolific nature of such solutions revealed a gap in the evidence base regarding their efficacy and impact. Virtual patients (VPs), interactive computer simulations, have been used as learning activities in modern health care education. VPs demonstrably improved cognitive and behavioral skills; hence, they have been effectively implemented across undergraduate and postgraduate curricula. However, their application in patient education has been rather limited so far. Objective: This work aims to implement and evaluate the efficacy of a mobile-deployed VP regimen for the education and engagement of patients with AF on crucial topics regarding their condition. A mobile VP app is being developed with the goal of each VP being a simple scenario with a set goal and very specific messages and will be subsequently attempted and evaluated. Methods: A mobile VP player app is being developed so as to be used for the design of 3 educational scenarios for AF management. A pseudorandomized controlled trial for the efficacy of VPs is planned to be executed at 3 sites in Greece, Ukraine, and Kazakhstan for patients with AF. The Welch t test will be used to demonstrate the performance of patients' evaluation of the VP experience. Results: Our study is at the development stage. A preliminary study regarding the system's development and feasibility was initiated in December 2022. The results of our study are expected to be available in 2024 or when the needed sample size is achieved. Conclusions: This study aims to evaluate and demonstrate the first significant evidence for the value of VP resources in outreach and training endeavors for empowering and patients with AF and fostering healthy habits among them. International Registered Report Identifier (IRRID): PRR1-10.2196/45946 [ABSTRACT FROM AUTHOR]

Copyright of Annales Academiae Medicae Silesiensis is the property of Medical University of Silesia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the use of technologies, dental office workflow is moving toward a more efficient and cost-effective approach. Digitalization of dental records and computer-assisted imaging techniques have simplified workflow. Innovation and introduction of cone beam computed tomography, proface (facial three-dimensional [3D] soft-tissue capture), intraoral scan, planning software, and 3D printers has changed the dental profession. Clinical practice uses virtual workflows, and digital dentistry is a new development. The purpose of this article is to update the dental professionals with different available technologies for the creation of a virtual patient and digital tools that can be used for diagnosis, treatment planning, and follow-up of patients. The advantages of digital dentistry and future scope are highlighted in this article. [ABSTRACT FROM AUTHOR]

In this manuscript, we report on research that explores the application of virtual human patients to train clinicians on empathic communication skills. During training, clinicians received empathy scores as they interacted with two virtual humans portraying suicidal ideation, who at times provided nonsensical responses. We videorecorded clinicians' interactions with virtual humans and analyzed their facial expressions, as well as their verbal responses. In phase I of our study, we analyzed clinicians' facial expressions during three key moments: after a sensical response from a virtual human (baseline), following the last nonsensical response of the interaction, and after a sensical response that followed the last nonsensical response. In phase I, facial expressions were grouped into Negative (anger, disgust, sadness, and fear) and Positive (happiness, neutral, and surprise) facial affective behaviors. We observed that nonsensical responses from virtual humans can negatively affect clinicians' positive and negative facial affective behaviors. We found a significant increase in the percentage of time clinicians express negative facial affective behaviors immediately following nonsensical responses. In phase II, we recruited additional clinician-participants and investigated how different proportions of nonsensical responses affect clinicians' facial expressions of individual basic emotions (instead of groups of positive and negative facial expressions), as well as whether nonsensical responses moderate the association between expressions of basic emotions and empathy scores obtained by clinicians during training. We observed a statistically significant positive interaction between proportions of nonsensical responses and angry facial expressions in predicting average empathy scores. That is, the relationship between anger and empathy scores was significant at low and mean levels of nonsensical responses, but not at high levels. These results suggest that at low and mean levels nonsensical responses negatively impact clinicians' performance, hindering their ability to acquire empathy skills. We discuss the impacts of technological limitations during virtual human interactions, particularly nonsensical responses, and the importance of controlling for such issues. [ABSTRACT FROM AUTHOR]

Background: The emergence of the COVID-19 pandemic has posed a significant ethical dilemma in the allocation of scarce, life-saving medical equipment to critically ill patients. It remains uncertain whether medical students are equipped to navigate this complex ethical process. Objective: This study aimed to assess the ability and confidence of medical students to apply principles of medical ethics in allocating critical medical devices through the scenario of virtual patients. Methods: The study recruited third- and fourth-year medical students during clinical rotation. We facilitated interactions between medical students and virtual patients experiencing respiratory failure due to COVID-19 infection. We assessed the students' ability to ethically allocate life-saving resources. Subsequently, we analyzed their written reports using thematic analysis to identify the ethical principles guiding their decision-making. Results: We enrolled a cohort of 67 out of 71 medical students with a mean age of 34 (SD 4.7) years, 60% (n=40) of whom were female students. The principle of justice was cited by 73% (n=49) of students while analyzing this scenario. A majority of them expressed hesitancy in determining which patient should receive life-saving resources, with 46% (n=31) citing the principle of nonmaleficence, 31% (n=21) advocating for a first-come-first-served approach, and 25% (n=17) emphasizing respect for patient autonomy as key influencers in their decisions. Notably, medical students exhibited a lack of confidence in making ethical decisions concerning the distribution of medical resources. A minority, comprising 12% (n=8), proposed the exploration of legal alternatives, while 4% (n=3) suggested medical guidelines and collective decision-making as potential substitutes for individual ethical choices to alleviate the stress associated with personal decision-making. Conclusions: This study highlights the importance of improving ethical reasoning under time constraints using virtual platforms. More than 70% of medical students identified justice as the predominant principle in allocating limited medical resources to critically ill patients. However, they exhibited a lack of confidence in making ethical determinations and leaned toward principles such as nonmaleficence, patient autonomy, adherence to legal and medical standards, and collective decision-making to mitigate the pressure associated with such decisions. [ABSTRACT FROM AUTHOR]

Background: Using virtual patients, facilitated by natural language processing, provides a valuable educational experience for learners. Generating a large, varied sample of realistic and appropriate responses for virtual patients is challenging. Artificial intelligence (AI) programs can be a viable source for these responses, but their utility for this purpose has not been explored. Objective: In this study, we explored the effectiveness of generative AI (ChatGPT) in developing realistic virtual standardized patient dialogues to teach prenatal counseling skills. Methods: ChatGPT was prompted to generate a list of common areas of concern and questions that families expecting preterm delivery at 24 weeks gestation might ask during prenatal counseling. ChatGPT was then prompted to generate 2 role-plays with dialogues between a parent expecting a potential preterm delivery at 24 weeks and their counseling physician using each of the example questions. The prompt was repeated for 2 unique role-plays: one parent was characterized as anxious and the other as having low trust in the medical system. Role-play scripts were exported verbatim and independently reviewed by 2 neonatologists with experience in prenatal counseling, using a scale of 1-5 on realism, appropriateness, and utility for virtual standardized patient responses. Results: ChatGPT generated 7 areas of concern, with 35 example questions used to generate role-plays. The 35 role-play transcripts generated 176 unique parent responses (median 5, IQR 4-6, per role-play) with 268 unique sentences. Expert review identified 117 (65%) of the 176 responses as indicating an emotion, either directly or indirectly. Approximately half (98/176, 56%) of the responses had 2 or more sentences, and half (88/176, 50%) included at least 1 question. More than half (104/176, 58%) of the responses from role-played parent characters described a feeling, such as being scared, worried, or concerned. The role-plays of parents with low trust in the medical system generated many unique sentences (n=50). Most of the sentences in the responses were found to be reasonably realistic (214/268, 80%), appropriate for variable prenatal counseling conversation paths (233/268, 87%), and usable without more than a minimal modification in a virtual patient program (169/268, 63%). Conclusions: Generative AI programs, such as ChatGPT, may provide a viable source of training materials to expand virtual patient programs, with careful attention to the concerns and questions of patients and families. Given the potential for unrealistic or inappropriate statements and questions, an expert should review AI chat outputs before deploying them in an educational program. [ABSTRACT FROM AUTHOR]

Santé Numérique Rouen-Nice (SaNuRN; "Digital Health Rouen-Nice" in English) is a 5-year project by the University of Rouen Normandy (URN) and Côte d'Azur University (CAU) consortium to optimize digital health education for medical and paramedical students, professionals, and administrators. The project includes a skills framework, training modules, and teaching resources. In 2027, SaNuRN is expected to train a significant portion of the 400,000 health and paramedical students at the French national level. Our purpose is to give a synopsis of the SaNuRN initiative, emphasizing its novel educational methods and how they will enhance the delivery of digital health education. Our goals include showcasing SaNuRN as a comprehensive program consisting of a proficiency framework, instructional modules, and educational materials and explaining how SaNuRN is implemented in the participating academic institutions. SaNuRN is aimed at educating and training health and paramedical students in digital health. The project is a cooperative effort between URN and CAU, covering 4 French departments. It is based on the French National Referential on Digital Health (FNRDH), which defines the skills and competencies to be acquired and validated by every student in the health, paramedical, and social professions curricula. The SaNuRN team is currently adapting the existing URN and CAU syllabi to FNRDH and developing short-duration video capsules of 20-30 minutes to teach all the relevant material. The project aims to ensure that the largest student population earns the necessary skills, and it has developed a 2-tier system involving facilitators who will enable the efficient expansion of the project's educational outreach and support the students in learning the needed material efficiently. With a focus on real-world scenarios and innovative teaching activities integrating telemedicine devices and virtual professionals, SaNuRN is committed to enabling continuous learning for health care professionals in clinical practice. The SaNuRN team introduced new ways of evaluating health care professionals by shifting from a knowledge-based to a competencies-based evaluation, aligning with the Miller teaching pyramid and using the Objective Structured Clinical Examination and Script Concordance Test in digital health education. Drawing on the expertise of URN, CAU, and their public health and digital research laboratories and partners, SaNuRN represents a platform for continuous innovation, including telemedicine training and living labs with virtual and interactive professional activities. SaNuRN provides a comprehensive, personalized, 30-hour training package for health and paramedical students, addressing all 70 FNRDH competencies. The project is enhanced using artificial intelligence and natural language processing to create virtual patients and professionals for digital health care simulation. SaNuRN teaching materials are open access. It collaborates with academic institutions worldwide to develop educational material on digital health in English and multilingual formats. SaNuRN offers a practical and persuasive training approach to meet the current digital health education requirements. [ABSTRACT FROM AUTHOR]

The main goal of continuing medical education (CME) is to help healthcare providers (HCP) improve their knowledge and levels of competency with an ultimate enhancement of their performance in practice. Despite the long and well-intentional history of CME, the proof of success (based on improved clinical outcomes) is difficult to obtain objectively. In the past several years, the traditional CME world has been disrupted by replacing multiple-choice questions with virtual simulation. We utilised an innovative, next-generation virtual patient simulation (VPS) platform to develop objective measures to assess the success of educational activities that can be applied to the CME. This VPS platform was used at five distinct educational events designed to assess learners' knowledge and competency in the guideline-driven management of Type 2 diabetes, hyperlipidaemia, and hypertension. A total of 432 learners (medical doctors, nurse practitioners, and clinical pharmacists) participated in these educational events of whom 149 went through two consecutive cases with a similar clinical picture and educational goals. Their ability to achieve glycaemic, lipid, and blood pressure control improved significantly as they moved from the first to the second case. The participants improved their test performance in all categories – between 5 and 38%, achieving statistically significant increases in the many goals examined. In conclusion, this study employed the pioneering application of technology to produce, collect and analyse the VPS data to evaluate objectively educational activities. This VPS platform allows not only an objective assessment of the effectiveness of the CME activity but also provides timely and helpful feedback to both learners and providers of a given educational event. [ABSTRACT FROM AUTHOR]

Abstract Background Learning tools using virtual patients can be used to teach clinical reasoning (CR) skills and overcome limitations of using face-to-face methods. However, the adoption of new tools is often challenging. The aim of this study was to explore UK medical educators’ perspectives of what influences the adoption of virtual patient learning tools to teach CR. Methods A qualitative research study using semi-structured telephone interviews with medical educators in the UK with control over teaching materials of CR was conducted. The Consolidated Framework for Implementation Research (CFIR), commonly used in healthcare services implementation research was adapted to inform the analysis. Thematic analysis was used to analyse the data. Results Thirteen medical educators participated in the study. Three themes were identified from the data that influenced adoption: the wider context (outer setting); perceptions about the innovation; and the medical school (inner context). Participants’ recognition of situations as opportunities or barriers related to their prior experiences of implementing online learning tools. For example, participants with experience of teaching using online tools viewed limited face-to-face placements as opportunities to introduce innovations using virtual patients. Beliefs that virtual patients may not mirror real-life consultations and perceptions of a lack of evidence for them could be barriers to adoption. Adoption was also influenced by the implementation climate of the setting, including positioning of CR in curricula; relationships between faculty, particularly where faculty were dispersed. Conclusions By adapting an implementation framework for health services, we were able to identify features of educators, teaching processes and medical schools that may determine the adoption of teaching innovations using virtual patients. These include access to face-to-face teaching opportunities, positioning of clinical reasoning in the curriculum, relationship between educators and institutions and decision-making processes. Framing virtual patient learning tools as additional rather than as a replacement for face-to-face teaching could reduce resistance. Our adapted framework from healthcare implementation science may be useful in future studies of implementation in medical education.

Abstract Background Problem-based learning (PBL) remains a valid and effective tool for small-group medical education. Using Virtual patients (VP) case simulation in PBL is a recognizable educational method that has successfully prepared students to focus learning on core information that uses realistic patient-based cases relating to everyday clinical scenarios. Using other modalities as the virtual patient in PBL instead of the paper-based methods remains debatable. This study aimed to evaluate the effectiveness of using VP case simulation mannequin in PBL versus the PBL in paper-based cases in improving the cognitive skills by comparing the grades of a multiple-choice question test and assess its ability to reach students' satisfaction using questionnaire with Likert survey instrument. Methods The study was conducted on 459 fourth-year medical students studying in the pulmonology module of the internal medicine course, Faculty of Medicine, October 6 University. All students were divided into 16 PBL classes and randomly divided into groups A and B by simple manual randomization. The groups were parallel with a controlled cross-over study between paper-based and virtual patient PBL. Results The pre-test showed no significant difference between both, while post-test scores were significantly higher in both VP PBL cases 1 discussing COPD (6.25 ± 0.875) and case 2 discussing pneumonia (6.56 ± 1.396) compared to paper-based PBL (5.29 ± 1.166, 5.57 ± SD1.388, respectively) at p

Copyright of dentalTarget is the property of dentalTarget and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To determine the perceived usefulness of a virtual case scenario developed and delivered through the OpenLabyrinth platform among medical students and teachers. Methods: 20 second-year medical students and 12 teachers of pharmacology were invited to complete a virtual case scenario exercise. The participants accessed the case scenario using their laptops or mobile devices. Participants' feedback was obtained using the electronic virtual patient consortium-developed questionnaire. Results: 19 students and 12 teachers provided feedback. All the faculty members and 95% of students felt that they had to make the same decisions a doctor would have to make in real life; 'authenticity of patient encounter' received the highest percentage of positive responses and 'the learning effect' the least. Conclusions: The feedback obtained suggests that virtual case scenarios are likely to be well received by students and teachers. The availability of open-source software enables the use of this technology in resource-limited settings. [ABSTRACT FROM AUTHOR]

Recently, a method of fabricating an esthetic anterior fixed prosthesis by integrating data such as three-dimensional facial scan and jaw motion to form a virtual patient with dynamic occlusion has been introduced. This enables smooth communication with patients during the diagnosis process, improves the predictability of esthetic prosthetic treatment, and lowers the possibility of occlusal adjustment. In this case report, a virtual patient with dynamic occlusion was created in which the results of the treatment were simulated, and esthetic maxillary anterior fixed prosthesis was fabricated. With the aid of the virtual patient, the final restorations were satisfactory both in terms of esthetic and function. [ABSTRACT FROM AUTHOR]

Recently, a method of fabricating an esthetic anterior fixed prosthesis by integrating data such as three-dimensional facial scan and jaw motion to form a virtual patient with dynamic occlusion has been introduced. This enables smooth communication with patients during the diagnosis process, improves the predictability of esthetic prosthetic treatment, and lowers the possibility of occlusal adjustment. In this case report, a virtual patient with dynamic occlusion was created in which the results of the treatment were simulated, and esthetic maxillary anterior fixed prosthesis was fabricated. With the aid of the virtual patient, the final restorations were satisfactory both in terms of esthetic and function. [ABSTRACT FROM AUTHOR]

Abstract Background Since the beginning of the COVID-19 pandemic, many dentists have opted for Teledentistry as a mechanism for patient consultation, oral lesion evaluation, diagnosis, and monitoring. The current study explores the challenges faced and potential solutions proposed by dentists practicing Teledentistry in a developing country like Pakistan. Methods A qualitative case study was carried out from January to December 2021. A purposive maximum variation sample of 10 dentists was interviewed in two focus groups. The interview guide was developed using the technology–organization–environment framework. The data was transcribed verbatim using otter.ai. The analysis involved immersion in the data and open coding. The conceptually related codes were synthesized into themes and subthemes. Findings The study found various Personnel, Technological and Organizational challenges, and potential solutions from those practicing Teledentistry. The challenges included operational cost, minimal financial returns, lack of awareness, hardware and software support, and other challenges related to the availability of specialization, accessibility, and institutional encouragement. They suggested Institutional Based Practice, staff training, hiring, development of government regulations, and supporting infrastructures such as designated space, central registry, internet, and using/building software to provide 3D images as solutions. Conclusion Teledentists face Personnel, Technological and Organizational challenges and related potential solutions from those practicing Teledentistry in Pakistan. Government should encourage Teledentistry to reduce long-term costs, encourage preventive services and enable rural access to dental care. They should also involve all stakeholders to develop regulations for practicing Teledentistry in Pakistan.

Purpose: To introduce a digital workflow for the prediction of facial aesthetics, especially in patients with dentation deformity caused by maxillofacial trauma. Methods: Cone-beam computed tomography (CBCT) and three-dimensional facial scans of patients with radiographic prostheses were collected. The aforementioned data were uploaded to ProPlan CMF software and merged to generate a virtual patient with craniofacial hard tissue, realistic facial soft tissue, and remaining dentition. The radiographic prostheses were scanned to form a digital cast, which was fitted with its CBCT image to create the virtual prostheses. Postoperative facial soft tissue was simulated according to the movement of the virtual prostheses. An appropriate virtual diagnostic prosthesis plan was selected by the patient and dentist. Subsequently, prosthetically driven implant guide and restoration were designed and fabricated. Conclusions: A virtual patient was successfully constructed. A 4-mm protrusion of the virtual prosthesis was chosen. Subsequently, implant surgery was performed, and dental prostheses were fabricated based on this location. The fusion of the postoperative facial scan and preoperative facial prediction was found to be coincident. This technique can effectively predict facial aesthetic features of patients with maxillofacial trauma, facilitate communication with patients, reduce chairside time, and guide the multidisciplinary design of implant placement and restoration fabrication. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this network meta-analysis is to evaluate the accuracy of various face-scanning technologies in the market, with respect to the different dimensions of space (x, y, and z axes). Furthermore, attention will be paid to the type of technologies currently used and to the best practices for high-quality scan acquisition. Material and Methods: The review was conducted following the PRISMA guidelines and its updates. A thorough search was performed using the digital databases MEDLINE, PubMed, EMBASE, and the Cochrane Central Register of Controlled Trials by entering research lines or various combinations of free words. The main keywords used during the search process were "photogrammetry", "laser scanner", "optical scanner", "3D", and "face". Results: None of the included technologies significantly deviated from direct anthropometry. The obtained mean differences in the distances between the considered landmarks range from 1.10 to -1.74 mm. Conclusions: Limiting the movements of the patient and scanner allows for more accurate facial scans with all the technologies involved. Active technologies such as laser scanners (LS), structured light (SL), and infrared structured light (ISL) have accuracy comparable to that of static stereophotogrammetry while being more cost-effective and less time-consuming. [ABSTRACT FROM AUTHOR]