Stomatology skills teaching, research, examination and training system based on virtual simulation technology

Abstract

The present application provides a dental skills teaching, research and training system based on virtual simulation technology, including: a simulated tooth model unit, used to obtain simulation carving parameters used by a user to simulate carving a loaded simulated tooth germ model, so as to further obtain a simulated tooth model completed by simulation carving; a simulated denture casting unit, used to obtain a simulation casting process used by a user to simulate casting, and further generate a corresponding simulated denture model; a simulated dentition design unit, used to obtain simulation correction parameters used by a user to correct the simulated dentition to be corrected, so as to obtain a corrected simulated dentition model; a user skill scoring unit, used to determine a simulation tooth score based on simulation carving parameters, a simulated tooth model and a reference tooth model; determine a simulation denture score based on simulation casting process, simulation casting parameters, a simulated denture model and a reference denture model; and determine a simulation dentition score based on simulation correction parameters, a simulated dentition model and a reference dentition model.

Description

Technical Field

[0001] The present application relates to the field of stomatology, and more specifically, to a stomatology skills teaching, research, examination and training system based on virtual simulation technology. Background Art

[0002] As a newly emerging medical-engineering collaborative program, the Dental Technology major has been separated from the Dental Medicine major as the dental healthcare industry evolves. Upon graduation, most graduates (dental technicians) enter dental departments in hospitals and dental fabrication companies, where they work on the production of various dental prostheses (hereinafter referred to as dentures). These professionals serve in clinical dental restorations, orthodontics, and other departments, assisting dentists in relieving patients' pain.

[0003] Dentures designed and produced by dental technicians, after being fitted into the patient's mouth by dentists, can improve the patient's chewing function, achieving the desired treatment effect while also enhancing the patient's facial aesthetics. Conversely, poorly designed and produced dentures that are not standardized will place dentists in a difficult position to assemble in clinical practice. Even if they are forced to complete the assembly, they will cause varying degrees of damage to the patient's oral environment and health. In mild cases, this can cause oral ulcers and increase the patient's pain. In severe cases, it can lead to a series of diseases such as oral leukoplakia, and even increase the risk of cancer, endangering the patient's life. The resulting series of problems, such as denture rework and medical disputes, will greatly damage the patient's health and the interests of both doctors and patients. Therefore, although dental technicians are not dentists who have direct contact with patients, their professional and technical level is closely related to the patient's health.

[0004] As the behind-the-scenes workers and supporters of clinical oral disease treatment, dental technicians must collaborate closely with dentists to achieve effective treatment outcomes. For example, in restorative dental care, the dentist develops a treatment plan based on the patient's oral condition, records it, and passes it on to the dental technician. The technician then completes the dentures according to the doctor's design and passes the finished product to the dentist for assembly.

[0005] While both play different roles in the oral care process, their ultimate goal is to restore the patient's oral function. Only when dentists and dental technicians communicate promptly and efficiently during treatment, fully understand each other's intentions, maintain close contact, frequently exchange opinions and discuss key issues during treatment, and establish a working relationship of mutual understanding, support, and collaboration, can perfect dentures be produced, ultimately relieving the patient's pain.

[0006] However, currently few schools offer both oral medicine to train dentists and oral technology to train dental technicians. This separation determines the separation between doctors and technicians, resulting in less than ideal clinical medical and technical communication and coordination effects.

[0007] Under this premise, dental technicians must strengthen their communication skills and increase opportunities for collaboration between doctors and technicians during their studies. For example, Griffith University in Australia has addressed this need by establishing interprofessional education (IPE) in its dental medicine, oral health treatment, and dental technology courses.

[0008] In order to achieve the development goal of a healthy China and protect the vital interests of patients, it is necessary to emphasize the collaborative talent training of both oral medicine and oral technology.

[0009] Research on the dental healthcare industry indicates that oral health is becoming a growing concern. Epidemiological surveys show that the average dental caries rate in my country is 2.47 teeth, with an overall dental prevalence of 37.3%. This creates a significant demand for dental professionals, with a significant number of people requiring treatment. As of 2014, there were fewer than 30,000 dental technicians with a bachelor's degree in dentistry working in the dental field. While the ratio of dentists to population in developed countries like Europe and the United States is 1:500, in my country it's only 1:40,000, creating an even greater shortage of dental technicians. In 2015, the number of dentists nationwide reached 334,000. Based on a doctor-to-technician ratio of 1.3:1, the country needs at least 197,000 dental technicians. The market demand for comprehensive dental professionals with solid practical skills is increasing year by year.

[0010] The Dental Technology major emphasizes the dual development of theoretical learning and practical skills in its teaching. Theoretical learning helps students master and familiarize themselves with various theoretical knowledge, while also laying a solid foundation for subsequent learning. Students' mastery of practical skills is closely related to their ability to successfully complete the various complex technical requirements required by clinical practice. The professional training goals and plans, guided by frontline needs, dictate that this major should strengthen the dual development of theoretical knowledge and practical skills in its teaching, ensuring that students possess both solid theoretical knowledge and strong professional skills.

[0011] The results of the visits and questionnaire surveys show that there are still many problems to be solved in the teaching of theoretical knowledge and practical operation skills training in the field of oral medical technology.

[0012] In the theoretical portion of practical courses, due to a shortage of highly educated professionals in dental technology, most courses are taught by dental technicians who don't actually fabricate dentures. Currently, there are nearly 100 dental technology colleges in China, but most of them teach dental technology with no formal dental training or only basic training. A 2014 international survey showed that only 4.2% of dental technology teachers hold a bachelor's degree, and approximately 60% are 50 years old or older, indicating significant room for improvement. However, the denture fabrication skills of these teachers do not meet the requirements of relevant positions in denture factories, resulting in a disconnect between theory and practice in the teaching process, which in turn affects the quality of practical courses.

[0013] In practical skills training, however, pre-class material preparation consumes significant labor and time. The tedious and time-consuming process makes it difficult to produce a large number of standardized, semi-finished models for each operational process. This high consumption of materials in the classroom also leads to extreme resource waste. According to survey data, during the past year of teaching in a certain grade, 210 bags of white gypsum (5 kg per unit, priced at 24.75 yuan) were consumed, costing approximately 5,720 yuan. Furthermore, 375 bags of superhard gypsum (5 kg per unit, priced at 38.12 yuan) were consumed, costing approximately 14,295 yuan. In just one course, the number of negative molds required for student model preparation reached fourteen, with five of each type required at a price of 500 yuan per piece (excluding the high costs of transportation, time, and labor).

[0014] The dental technology industry faces a severe shortage of qualified teachers. The lack of highly educated professionals specializing in dental technology, coupled with the waste of time and material costs associated with traditional teaching methods, limits the development of dental technology professionals. Therefore, addressing the challenges of dental technology education is crucial to improving the current state of the industry.

[0015] In China, as an emerging profession that is still under development, the construction of relevant examinations and systems in China is still not perfect. In the past, when testing students' learning effects and graduation examinations, schools mostly used written examinations (closed-book examinations) combined with practical operation skills examinations to examine students' mastery of professional skills. However, in the assessment of operational skills, due to many reasons such as difficulties in material preparation, the inability of some large equipment to ensure its stability and safety during the examination, and the high difficulty of some examination operations resulting in excessively long examination times, students can only take limited small-scale project examinations, and cannot achieve the goal of examining students' mastery of all skills. As a customized processing industry, dental technology requires teachers to manually judge and grade the final scores of students' examination works. The judging criteria are relatively subjective and cannot guarantee the scientificity and fairness of the examination to the greatest extent.

[0016] Therefore, the teaching and examination of domestic dental technology majors still have the following constraints:

[0017] First, the dental technology major was established in 2005. There are problems with the teaching staff in domestic colleges and universities that offer this major. Most of the teachers are not from this major, their denture production skills do not meet clinical requirements, and their age structure is unreasonable, which affects the teaching level of practical courses.

[0018] Second, experimental teaching of oral medical technology in China is still a major problem. Many problems need to be solved, such as the cumbersome and difficult preparation of materials before class, the poor teaching environment, and the lack of communication between students and teachers.

[0019] Third, oral medicine technology has only been developed for a short time in China, and there is a lack of examination on the manual skills of the subjects; in the few manual skills certification examinations, only limited and small-scale assessments can be carried out due to reasons such as the inability to ensure the stability of mechanical equipment and the large consumption of costs and materials during the preparation process. Summary of the Invention

[0020] The purpose of the embodiment of this application is to provide an oral medicine skills teaching, research, examination and training system based on virtual simulation technology, so as to solve the difficulties such as lack of offline teachers, large consumables, and safety restrictions in the teaching process of oral medicine technology through virtual simulation technology, provide students with simulations of various professional skills operations, and improve students' operational skills.

[0021] In order to achieve the above objectives, the embodiments of the present application are implemented in the following manner:

[0022] In a first aspect, an embodiment of the present application provides an oral medicine skills teaching, research and training system based on virtual simulation technology, comprising: a simulated tooth model unit, for obtaining simulation carving parameters for a user to simulate carving a loaded simulated tooth germ model, and rendering the simulated tooth germ model based on the simulation carving parameters, and simulating in real time the dynamic changes in the topological structure of the simulated tooth germ model during the simulation carving process to obtain a simulated tooth model completed by simulation carving; a simulated denture casting unit, for obtaining a simulation casting process for a user to simulate casting a simulated denture, and generating a corresponding simulated denture model based on the simulation casting process; a simulated dentition design unit, for obtaining simulation correction parameters for a user to correct a simulated dentition to be corrected, and correcting the simulated dentition to be corrected based on the simulation correction parameters to obtain a simulated dentition model; a user skill scoring unit, for performing at least one of the following operations: determining a simulation tooth score based on the simulation carving parameters, the simulated tooth model and the reference tooth model; determining a simulation denture score based on the simulation casting process, the simulation casting parameters, the simulated denture model and the reference denture model; determining a simulation dentition score based on the simulation correction parameters, the simulated dentition model and the reference dentition model.

[0023] In an embodiment of the present application, the simulated tooth model unit of the oral medicine skills teaching, research and examination training system based on virtual simulation technology is used to obtain the simulation carving parameters of the user for simulated carving of the loaded simulated tooth germ model, and render the simulated tooth germ model based on the simulation carving parameters, and simulate the dynamic changes of the topological structure of the simulated tooth germ model during the simulation carving process in real time to obtain a simulated tooth model completed by simulation carving. In this way, the simulated tooth model unit can be used to simulate the plaster material without the need for plaster, negative molds, etc., saving costs. The simulated denture casting unit is used to obtain the simulated casting process of the user for simulated casting of the simulated denture, and generate a corresponding simulated denture model based on the simulated casting process. In this way, the casting process of the denture can be simulated, thereby solving problems such as insufficient and difficult material preparation in teaching, examination and other scenarios, and getting rid of the limitations of factors such as manpower, material resources and time. The simulated dentition design unit is used to obtain the simulation correction parameters of the simulated dentition to be corrected by the user, and correct the simulated dentition to be corrected based on the simulation correction parameters to obtain a simulated dentition model. The design of the simulated dentition design unit can use a variety of simulated dentitions to be corrected to train the user's dentition restoration skills, and can also solve problems such as insufficient material preparation and difficulty in preparing materials. The user skill scoring unit is used to perform at least one of the following operations: determining a simulated tooth score based on simulated carving parameters, simulated tooth models and reference tooth models; determining a simulated denture score based on simulated casting processes, simulated casting parameters, simulated denture models and reference denture models; determining a simulated dentition score based on simulated correction parameters, simulated dentition models and reference denture models, so that the user's various skills can be scored conveniently and relatively fairly and objectively. Therefore, the oral medicine skills teaching, research and training system based on virtual simulation technology can effectively address the problems existing in the teaching staff status of domestic colleges and universities offering oral medicine technology majors (for example, most of the teaching teachers are not from this major, the denture production ability cannot meet clinical requirements, the age structure is unreasonable, and other factors that affect the teaching level of practical courses). Through virtual simulation, the operation scenarios and processes of various skills can be realistically and effectively simulated, greatly reducing the dependence on the teacher's cross-disciplinary ability. Furthermore, the oral medicine skills teaching, research, examination, and training system based on virtual simulation technology can effectively address the challenges faced by oral medicine technology experimental teaching, such as the cumbersome and difficult pre-class preparation of materials and a poor teaching environment. Furthermore, this system, based on virtual simulation technology, can help overcome the current situation of the short development of oral medicine technology in China and the lack of assessment of manual skills. It can also overcome limitations such as the difficulty in ensuring the stability of mechanical equipment and the high cost and material consumption during the preparation process.

[0024] In combination with the first aspect, in a first possible implementation method of the first aspect, the oral medicine skills teaching, research and training system based on virtual simulation technology is provided with a simulated ball drill, a simulated diamond needle, a simulated engraving pen, and a simulated willow leaf engraving knife, and is externally connected to a VR display device and a force feedback device. The simulated tooth model unit is specifically used to: obtain the simulated engraving tool selected by the user and the simulated engraving parameters collected in real time by the force feedback device in the simulated engraving tool mode; based on the simulated engraving tool selected by the user and the corresponding simulated engraving parameters, render the loaded simulated tooth germ model, and synchronously transmit the rendered simulated tooth germ model to the VR display device, so that the VR display device displays the VR image of the simulated tooth germ model in real time, so as to simulate the dynamic changes of the topological structure of the simulated tooth germ model during the simulated engraving process in real time; generate engraving completion information based on the user's engraving completion operation, and determine that the current simulated tooth germ model is a simulated tooth model based on the engraving completion information.

[0025] In this implementation, due to the tedious and complicated process of tooth carving, as well as the limitations of labor and time, material costs, and safety, students have few opportunities to practice and it is difficult to form muscle memory in their hands. The oral medicine skills teaching, research, examination and training system based on virtual simulation technology is connected to VR display equipment and force feedback equipment, and is equipped with simulated carving tools such as simulated ball drills, simulated diamond needles, simulated carving pens, and simulated willow-leaf carving knives. It can realistically simulate the texture of different materials such as wax blocks and plaster, and can stably and in real time simulate the multi-point and multi-area contact between carving tools and carving materials. It can also simulate the dynamic changes in the topological structure during the removal of materials (simulated tooth germ models) in real time, meeting the training needs of fine tooth carving.

[0026] In combination with the first possible implementation method of the first aspect, in the second possible implementation method of the first aspect, the user skill scoring unit is specifically used to: compare the simulated tooth model and the reference tooth model to determine the difference in the tooth model, and determine the tooth model score based on the difference in the tooth model; based on each simulated carving tool selected by the user and the corresponding simulated carving parameters, as well as the carving time in the simulated carving tool mode, determine the carving operation score of each simulated carving stage, and determine the tooth carving score based on the carving operation score of each simulated carving stage; determine the simulated tooth score based on the tooth model score and the tooth carving score.

[0027] In this implementation, the completion of the simulated tooth model, the user's operation fluency in carving the simulated tooth germ model, and the accuracy of the operation (whether the simulated carving tools and simulated carving parameters are accurate) can be scored in this way, thereby effectively evaluating the user's skill mastery. Feedback can also be given to the user during the practice process to help the user better master the skill.

[0028] In combination with the first aspect, in a third possible implementation of the first aspect, the oral medicine skills teaching, research, examination and training system based on virtual simulation technology is provided with a variety of simulation casting equipment, and the reference casting process for simulated denture casting includes multiple sub-processes, each sub-process is associated with corresponding simulation casting equipment and simulation casting parameters, and the simulated denture casting unit is specifically used to: obtain the simulation casting equipment, simulation casting parameters and simulation processing technology selected by the user, wherein the simulation processing technology is any one of making wax molds, inserting casting channels, placing casting rings, embedding, roasting, casting, sandblasting, cutting casting channels, and grinding and polishing; based on the simulation casting equipment, simulation casting parameters and simulation processing technology, determine the current sub-process; based on all sub-processes determined by the user's operations in the simulation casting process, determine the simulation casting process for the user to simulate the casting of the simulated denture, and determine the corresponding simulated denture model based on the simulation casting process.

[0029] In this implementation, the entire denture casting process takes too long to complete in real-world scenarios, and during this type of process-based training, problems such as insufficient and difficult material preparation often arise. (During process-based operations, students or technicians conducting the examination cannot guarantee that their workpieces will remain in perfect condition after each step. If a problem occurs at a certain step and the workpiece is scrapped, the next step of learning and examination cannot be carried out. However, due to human, material, and time constraints, schools and institutions cannot provide replacement parts to allow the process to continue. Therefore, process-based operations have not been implemented in real-world examinations.) By virtually simulating the entire casting process, in the teaching mode of the Oral Medicine Skills Teaching, Research, and Training System (Simulated Denture Casting Unit) based on virtual simulation technology, students can independently complete the entire casting process experimental process according to the system's interface instructions, repeating the process, deepening their impressions, and focusing on details and key points. For example, whether the sprue is facing up or down when firing the casting ring, how to place the casting ring in the centrifugal casting machine after removing it from the Maufu furnace, and whether the molten state of the alloy meets the casting conditions.

[0030] In combination with the third possible implementation manner of the first aspect, in the fourth possible implementation manner of the first aspect, the user skill scoring unit is specifically used to: compare the simulated denture model with the reference denture model to determine the differences in the denture models, and determine the denture model scores based on the differences in the denture models; determine the casting operation scores of each sub-process based on the simulated casting equipment, simulated casting parameters and simulated processing technology selected by the user in each sub-process, and determine the denture casting score based on the casting operation score of each sub-process; determine the simulated denture score based on the denture model score and the denture casting score.

[0031] In this implementation, in the examination mode of the oral medicine skills teaching, research and training system (simulated denture casting unit) based on virtual simulation technology, students can enter the system to participate in the test. As the candidates complete the casting process step by step, the system (user skill scoring unit) can trace and record the operations and perform multi-dimensional scoring (scoring in multiple dimensions such as the completion status of the simulated denture model, the use of simulated casting equipment, simulated casting parameters and simulated processing technology in each sub-process).

[0032] In combination with the first aspect, in the fifth possible implementation of the first aspect, the oral medicine skills teaching, research and training system based on virtual simulation technology is provided with a variety of simulated clasps, simulated supports, simulated bases, simulated connectors and simulated artificial teeth, and the simulated dentition design unit is specifically used to: obtain the simulated dentition to be corrected and display it, wherein the simulated dentition to be corrected has at least one part that needs to be repaired; obtain the simulated restorative equipment and corresponding simulation correction parameters selected by the user for each part; correct the part of the simulated dentition to be corrected based on the simulated restorative equipment and the corresponding simulation correction parameters; generate correction completion information based on the user's correction completion operation, and determine that the simulated dentition repaired to the current state is a simulated dentition model based on the correction completion information.

[0033] In this implementation, for the correction of dentition, in a real situation, students have to draw each component on paper by themselves. For students with poor drawing skills, it is very likely to affect their final assignment results and the efficiency of completing the design. For teachers, since the removable design assignments are design works with strong personalization, it is not convenient to use unified standards for teaching and scoring. The dentition is designed in a virtual simulation manner through the oral medicine skills teaching, research and training system based on virtual simulation technology. In the teaching mode, the system can randomly generate a dentition model that needs to be repaired (simulated dentition to be corrected) and prepare all kinds of clasps, supports, bases, connectors and artificial teeth options. Students can use the simulated restorative equipment provided in the options (simulated clasps, simulated supports, simulated bases, simulated connectors and simulated artificial teeth, etc.) to design removable partial dentures for the case (i.e. the simulated dentition to be corrected) (i.e. the simulated dentition model obtained after repairing the simulated dentition to be repaired). Teachers can also conduct screen projection teaching, thereby realizing fast and efficient teacher-student two-way communication. At the same time, student works can also be digitally saved to facilitate teacher's learning situation analysis and subsequent teaching.

[0034] In combination with the fifth possible implementation manner of the first aspect, in the sixth possible implementation manner of the first aspect, the user skill scoring unit is specifically used to: compare the simulated dental arch model with the reference dental arch model to determine the difference in the dental arch models, and determine the dental arch model score based on the difference in the dental arch models; determine at least one part correction score based on the simulated restorative equipment and corresponding simulation correction parameters selected by the user at each part, and determine the dental arch correction score based on all the part correction scores; determine the simulated dental arch score based on the dental arch model score and the dental arch correction score.

[0035] In this implementation, under the examination mode of the virtual simulation-based oral medicine skills teaching, research, and training system (simulated dentition design unit), candidates can enter the system to participate in the test, which examines their familiarity and understanding of clasps and their indications, as well as their ability to design removable partial dentures for various cases. The user skill scoring unit provides a multi-dimensional scoring of this skill test (including the completion of the simulated dentition model, the selected simulated restorative equipment for each site, and the corresponding simulation correction parameters).

[0036] In combination with the first aspect, in the seventh possible implementation of the first aspect, the oral medicine skills teaching, research and training system based on virtual simulation technology also includes a simulated tooth sketch unit, which is used to display a tooth sketch tutorial of a reference tooth model, wherein the tooth sketch tutorial includes a tooth deconstruction model and a tooth sketch model of the reference tooth model.

[0037] In this implementation, the oral medicine skills teaching, research, examination and training system based on virtual simulation technology provides users with a complete process of oral sketching learning (tooth sketching tutorial) through virtual simulation technology, and at the same time proposes a teaching method of tooth deconstruction (tooth deconstruction model, by deconstructing the complex structure of the tooth model into a combination of simple cubes, and then restoring and reconstructing the tooth model), which greatly reduces the difficulty of students' learning process.

[0038] In combination with the first aspect, in the eighth possible implementation of the first aspect, the oral medicine skills teaching, research and training system based on virtual simulation technology also includes a simulation model judgment unit, which is used to obtain and display an erroneous denture model with defects, and obtain the error type selected by the user based on the judgment of the erroneous denture model.

[0039] In this implementation, in real-life situations, due to the limitations of the cumbersome and complex model-making process, high labor and time costs, and large material consumption, schools are unable to provide students with a large number of randomly erroneous models (errors such as defects on the model caused by operation) for observation and identification. In the simulation model judgment unit of the oral medicine skills teaching, research, and training system based on virtual simulation technology, in the teaching mode, students can use the rich model collection, question bank content, and question type changes of this unit to strengthen their understanding of the book content while doing questions, such as the identification of erroneous situations such as incomplete perfusion, bubbles, tumors, and their causes in the model. By practicing more, students can enhance their memory, broaden their horizons, and lay a solid foundation for truly entering clinical practice. In the examination mode, students can enter the system to participate in the test, which can not only examine whether they have the ability to judge whether a model meets the requirements, but also examine their mastery of various precautions in the model perfusion process, and can also be scored fairly and objectively.

[0040] In combination with the first aspect, in the ninth possible implementation method of the first aspect, the oral medicine skills teaching, research and training system based on virtual simulation technology also includes a simulated intraoral photography unit, which is used to display a tutorial on using a simulated oral photography instrument for simulated intraoral photography, and to obtain simulated photography parameters for the user to operate the simulated oral photography instrument, and perform simulated intraoral photography based on the simulated photography parameters.

[0041] In this implementation, due to the high price of SLR equipment required for photography, many universities do not cover the relevant knowledge of oral photography in the teaching of oral medicine and oral medical technology majors. However, oral photography is frequently used in clinical practice, and it is difficult for students to have a deep and thorough understanding of the relevant concepts of introductory photography based solely on textbook descriptions. Therefore, the oral medicine skills teaching, research, and training system based on virtual simulation technology virtually simulates the equipment and related processes of oral photography (simulated intraoral photography unit). In the teaching mode, students can use simulation models to practice basic photography processes, realize the transformation from book theory to practical application, and then delve into oral photography. Students can deeply master the professional oral photography knowledge and operation techniques through simulation learning of real cases. In this teaching mode, students take into account both details and key points, and can learn and practice repeatedly; in the examination mode, students can enter the system to participate in the test. The system can track the accuracy, efficiency, and fluency of the candidates' operations as they complete the intraoral photography process step by step in real time, and give fair and just scores.

[0042] In order to make the above-mentioned objects, features and advantages of the present application more obvious and easy to understand, preferred embodiments are given below and described in detail with reference to the accompanying drawings. BRIEF DESCRIPTION OF THE DRAWINGS

[0043] In order to more clearly illustrate the technical solutions of the embodiments of the present application, the following is a brief introduction to the drawings required for use in the embodiments of the present application. It should be understood that the following drawings only show certain embodiments of the present application and therefore should not be regarded as limiting the scope. For ordinary technicians in this field, other relevant drawings can be obtained based on these drawings without creative work.

[0044] Figure 1 A schematic diagram of an oral medicine skills teaching, research, examination and training system based on virtual simulation technology provided in an embodiment of the present application.

[0045] Figure 2 Schematic diagram of the initial interface for entering the simulated dentition design unit.

[0046] Figure 3 This is a schematic diagram of the interface for selecting question-setting methods in the simulated dentition design unit.

[0047] Figure 4 This is a schematic diagram of the interface for dragging the clasp after determining the dentition.

[0048] Figure 5 Schematic diagram of the interface for correcting the dentition.

[0049] Figure 6 This is a schematic diagram of the interface for saving the simulated dental model after drawing the clasp, support, and connector.

[0050] Figure 7 Schematic diagram of tooth deconstruction of the maxillary first premolar.

[0051] Figure 8 Schematic diagram of the basic steps in tooth deconstruction of the maxillary first premolar.

[0052] Figure 9 Schematic illustration of sketches obtained at each step of tooth deconstruction of the maxillary first premolar.

[0053] Figure 10 Schematic diagram of the deconstructed tooth model of the maxillary first premolar.

[0054] Figure 11 Schematic diagram of the simulated tooth model of the maxillary first premolar in physical display mode.

[0055] Figure 12 This is a schematic diagram of the simulated tooth model of the maxillary first premolar in sketch display mode.

[0056] Icons: 100- Oral medicine skills teaching, research and training system based on virtual simulation technology; 110- Simulated tooth model unit; 120- Simulated denture casting unit; 130- Simulated dentition design unit; 140- Simulated tooth sketching unit; 150- Simulated model judgment unit; 160- Simulated intraoral photography unit; 170- User skill scoring unit; 200- Tooth deconstruction model of maxillary first premolar; 210- Tooth top structure; 211- Tooth top sub-component; 220- Tooth structure; 230- Tooth root structure; 231- Tooth root main body; 232- Tooth root sub-component; 240- First connecting part; 250- Second connecting part. DETAILED DESCRIPTION

[0057] The technical solutions in the embodiments of the present application will be described below in conjunction with the drawings in the embodiments of the present application.

[0058] In order to overcome the problems existing in the existing teaching process and assessment methods of oral medicine technology majors, the embodiment of the present application provides an oral medicine skills teaching, research and examination training system 100 based on virtual simulation technology. Through virtual simulation technology, it solves the difficulties such as lack of offline teachers, large consumables, and safety restrictions in the teaching process of oral medicine technology majors, provides students with simulations of various professional skills operations, and improves students' operational skills.

[0059] See also Figure 1 , Figure 1 A schematic diagram of an oral medicine skills teaching, research, examination and training system 100 based on virtual simulation technology provided in an embodiment of the present application.

[0060] In this embodiment, the oral medicine skills teaching, research and training system 100 based on virtual simulation technology may include multiple items of a simulated tooth model unit 110, a simulated denture casting unit 120, a simulated dentition design unit 130, a simulated tooth sketch unit 140, a simulated model judgment unit 150, a simulated intraoral photography unit 160, and a user skill scoring unit 170.

[0061] Exemplarily, the simulated tooth model unit 110 can be used to obtain the simulation carving parameters of the user for simulated carving of the loaded simulated tooth germ model, and render the simulated tooth germ model based on the simulation carving parameters, and simulate in real time the dynamic changes of the topological structure of the simulated tooth germ model during the simulation carving process to obtain a simulated tooth model completed by simulation carving.

[0062] Traditional tooth recognition teaching mainly uses physical materials such as wax blocks and plaster for tooth carving training. This training method can promote interns' understanding of teeth to a certain extent, but wax blocks and plaster cannot be compared with real teeth in terms of physical characteristics such as hardness and strength, and cannot be reused.

[0063] Based on this, this problem is solved by integrating the force feedback device into the oral medicine skills teaching, research and training system 100 based on virtual simulation technology (mainly used in conjunction with the simulation tooth model unit 110).

[0064] Haptic technology not only allows students to "treat a virtual patient" and "produce a virtual denture," but also allows them to receive objective feedback on their treatment process during and after the "treatment process." Vision, acuity, and psychomotor skills are essential for dental professions. Repeated fine manual skill training is crucial for improving students' operational and spatial perception abilities.

[0065] The combination of tactile and kinesthetic senses, interacting with the environment to enhance visual learning, is now quite common in current dental education research both domestically and internationally. Bakr M. et al. demonstrated in their study that students gained greater confidence in their skills after using the Moog-Simodon (a digital virtual simulation dental training system). Several studies on systems such as the IDEA Dental system, the Simodont system, and the HapTEL system have demonstrated that tactile force feedback technology can simulate actual tactile feedback during dental procedures, providing more practice opportunities while increasing students' interest in the procedure. This technology has significant potential advantages in teaching and self-study, and has significantly improved students' clinical skills.

[0066] Therefore, simulation models of engraving tools such as simulated ball drills, simulated diamond needles, simulated engraving pens, and simulated willow leaf carving knives can be built into the oral medicine skills teaching, research, examination and training system 100 based on virtual simulation technology, and VR display equipment and force feedback equipment (such as three-degree-of-freedom force feedback equipment, six-degree-of-freedom force feedback equipment, etc., this embodiment takes the six-degree-of-freedom force feedback equipment as an example) can be externally connected to the oral medicine skills teaching, research, examination and training system 100 based on virtual simulation technology.

[0067] Based on this, the simulated tooth model unit 110 can be used to: obtain the simulated carving tool selected by the user and the simulated carving parameters collected in real time by the force feedback device in the simulated carving tool mode; then based on the simulated carving tool selected by the user and the corresponding simulated carving parameters, render the loaded simulated tooth germ model (such as a simulated plaster model, a simulated wax block model, etc.), and synchronously transmit the rendered simulated tooth germ model to the VR display device, so that the VR display device can display the VR image of the simulated tooth germ model in real time, so as to simulate the dynamic changes of the topological structure of the simulated tooth germ model during the simulated carving process in real time. Then, the simulated tooth model unit 110 can generate carving completion information based on the user's carving completion operation, and determine that the current simulated tooth germ model (i.e., the carved simulated tooth germ model) is a simulated tooth model based on the carving completion information.

[0068] For example, a simplified high-speed rotating carving key can be used to grind the tooth blank material to simulate the carving of wax blocks or plaster by a carving knife, and the carving key at the head of a virtual carving knife (such as a simulated ball drill, a simulated diamond needle, a simulated carving pen, or a simulated willow leaf carving knife) is used to grind the target tooth blank (i.e., a simulated tooth germ model). Then, based on the simulated carving tool and the corresponding simulated carving parameters, combined with the grinding principle, a physics-based grinding force calculation model can be derived, so that the influence of factors such as material properties and tool shape on the grinding force can be comprehensively considered. In order to improve the visual effect, the grinding force calculation model can be accelerated by a CPU-based parallel computing method (such as a Marching Cube drawing method based on a signed distance field and GPU acceleration), so as to meet the frame rate requirements of force interaction, so that the refresh frequency per second is not less than 1000 frames, which can accurately simulate the dynamic changes of the topological structure during the material removal process and meet the training needs of fine tooth carving. The grinding force can also be optimized by virtual matching (virtual matching uses implicit integration to solve the movement of the virtual tool during the calculation process, and can optimize the model from a global trigger to avoid the accumulation of numerical errors in explicit integral calculations, to ensure the stability of the system and bring smooth force perception to users) to maximize the stiffness performance of the force interaction device.

[0069] In addition, when students use the simulated tooth model unit 110 for training, they can add a standard control group (i.e., a reference tooth model) for comparison, which can serve as a reference to guide students' training and as a reference standard for assessment and evaluation, which can significantly improve the training effect of medical students.

[0070] Due to the tedious and complicated process of tooth carving, as well as the limitations of labor and time, material costs, and safety, students have few opportunities to practice, and it is difficult to form hand muscle memory. Therefore, the oral medicine skills teaching, research, and training system 100 based on virtual simulation technology is connected to an external VR display device and force feedback device, and is equipped with simulated carving tools such as simulated ball drills, simulated diamond needles, simulated carving pens, and simulated willow leaf carving knives. It can realistically simulate the texture of different materials such as wax blocks and plaster, and can stably and real-timely simulate the multi-point and multi-area contact between carving tools and carving materials. It can also simulate the dynamic changes of the topological structure during the removal of materials (simulated tooth germ models) in real time, meeting the training needs of fine tooth carving.

[0071] For the operation of the simulated tooth model unit 110 (students use the simulated tooth model unit 110 for training or skill assessment), the user skill scoring unit 170 can determine the simulated tooth score based on the simulated carving parameters, the simulated tooth model and the reference tooth model.

[0072] Exemplarily, the user skill scoring unit 170 can compare the simulated tooth model with the reference tooth model to determine the differences in the tooth model (such as overall morphological differences and differences in tooth characteristics, such as volume, angle, ridge, pit, groove, etc.), and determine the tooth model score based on the differences in the tooth model (each sub-index can have a corresponding score item, and then the weighted sum is used to obtain the tooth model score). In addition, the user skill scoring unit 170 can determine the carving operation score of each simulated carving stage based on each simulated carving tool selected by the user and the corresponding simulated carving parameters, as well as the carving time in the simulated carving tool mode, and determine the tooth carving score based on the carving operation score of each simulated carving stage (the carving operation score of each simulated carving stage is weighted and summed to calculate the tooth carving score). Then, based on the tooth model score and the tooth carving score (for example, weighted sum), the simulated tooth score is determined.

[0073] In this way, the user skill scoring unit 170 can score the completion of the simulated tooth model, the user's operation fluency in carving the simulated tooth germ model, and the accuracy of the operation (whether the simulated carving tools and simulated carving parameters are accurate), thereby effectively evaluating the user's skill mastery and providing feedback to the user during the practice process to help the user better master the skill.

[0074] Illustratively, the simulated denture casting unit 120 may be configured to obtain a simulated casting process for performing simulated casting on a simulated denture by a user, and generate a corresponding simulated denture model based on the simulated casting process.

[0075] Since the entire denture casting process includes: making a wax model, inserting the sprue, placing the casting ring, embedding, firing, casting, sandblasting, cutting the sprue, grinding and polishing, etc., it takes too long to complete in real-life scenarios. In addition, during this type of process training, problems such as insufficient and difficult material preparation often arise. For example, students or technicians conducting examinations cannot guarantee that their workpieces will remain in perfect condition after each step. If a problem occurs in a certain step and the workpiece is scrapped, the next step of learning and examination cannot be carried out. However, due to human, material and time constraints, schools and institutions cannot provide replacement parts for the process to continue when this happens. Therefore, process operations have not been able to be implemented in real-life examinations.

[0076] Therefore, a variety of simulation casting equipment (such as Maofu furnace, crucible, casting ring, centrifugal casting machine, etc.) can be built into the oral medicine skills teaching, research and training system 100 based on virtual simulation technology. The reference casting process of simulated denture casting includes multiple sub-processes (wax model making sub-process, casting channel insertion sub-process, casting ring placement sub-process, embedding sub-process, roasting sub-process, casting sub-process, sandblasting sub-process, casting channel cutting sub-process, grinding and polishing sub-process, etc.), and each sub-process is associated with corresponding simulation casting equipment and simulation casting parameters (for example, the roasting sub-process, the corresponding simulation casting equipment is Maofu furnace, and the corresponding simulation casting parameters include temperature, time and other parameters).

[0077] Then, the simulated denture casting unit 120 can be specifically used to obtain the simulated casting equipment, simulated casting parameters and simulated processing technology selected by the user, wherein the simulated processing technology is any one of making a wax mold, inserting a casting channel, placing a casting ring, embedding, roasting, casting, sandblasting, cutting the casting channel, and grinding and polishing. Then, based on the simulated casting equipment, simulated casting parameters and simulated processing technology, the current sub-process is determined. For example, if the simulation processing technology is to place a casting ring, the corresponding sub-process can be determined, and the information of this sub-process can be improved (the sub-process taken by the user) in combination with the simulated casting equipment (such as a casting ring) and simulated casting parameters (such as the direction of the placed casting channel) selected by the user. Then, the simulated denture casting unit 120 can determine the simulated casting process for the user to simulate the casting of the simulated denture based on all sub-processes determined by the user's operations during the simulated casting process, and determine the corresponding simulated denture model based on the simulated casting process.

[0078] Through virtual simulation of the entire casting process, in the teaching mode of the oral medicine skills teaching, research, and training system 100 (simulated denture casting unit 120) based on virtual simulation technology, students can independently complete the entire casting process experiment according to the system's interface instructions, repeating the process to deepen their impression, incorporate details, and highlight key points. For example, they can determine whether the sprue is facing up or down when firing the casting ring, how to place the casting ring in the centrifugal casting machine after removing it from the Maufu furnace, and whether the molten state of the alloy meets the casting conditions.

[0079] For the operation of the simulated denture casting unit 120 (students use the simulated denture casting unit 120 for training or skill assessment), the user skill scoring unit 170 can determine the simulated denture score based on the simulated casting process, simulated casting parameters, simulated denture model and reference denture model.

[0080] For example, the user skill scoring unit 170 may compare the simulated denture model with the reference denture model (the denture model that the user needs to prepare), determine the differences in the denture models (e.g., whether there are bubbles, tumors, etc.), and determine the denture model score based on the differences in the denture models. Furthermore, the user skill scoring unit 170 may also determine the casting operation score of each sub-process based on the simulated casting equipment, simulated casting parameters, and simulated processing technology selected by the user in each sub-process (e.g., determining the casting operation score by assigning a value), and determine the denture casting score (e.g., weighted sum) based on the casting operation score of each sub-process, and then determine the simulated denture score (weighted sum) based on the denture model score and the denture casting score.

[0081] In the examination mode of the oral medicine skills teaching, research and training system 100 (simulated denture casting unit 120) based on virtual simulation technology, students can enter the system to participate in the test. As the candidates complete the casting process step by step, the system (user skill scoring unit 170) can trace and record the operations and perform multi-dimensional scoring (scoring in multiple dimensions such as the completion status of the simulated denture model, the use of simulated casting equipment, simulated casting parameters and simulated processing technology in each sub-process).

[0082] Exemplarily, the simulated dentition design unit 130 may be used to obtain simulation correction parameters used by the user to correct the simulated dentition to be corrected, and correct the simulated dentition to be corrected based on the simulation correction parameters to obtain a simulated dentition model.

[0083] For dentition correction, in real situations, students have to draw each component on paper by themselves. For students with poor drawing skills, this is likely to affect their final assignment results and the efficiency of completing the design. For teachers, since removable design assignments are design works with strong individuality, it is not convenient to use unified standards for teaching and scoring.

[0084] Based on this, a variety of simulation models of components such as simulation clasps, simulation supports, simulation bases, simulation connectors and simulation artificial teeth can be set up in the oral medicine skills teaching, research and training system 100 based on virtual simulation technology.

[0085] Then, the simulated dentition design unit 130 can be used to obtain and display a simulated dentition to be corrected, wherein the simulated dentition to be corrected has at least one part that needs to be repaired. Here, the method of obtaining the simulated dentition to be corrected can be randomly generated by the simulated dentition design unit 130 in the system based on the complete simulated dentition, for example, a simulated dentition (i.e., the simulated dentition to be corrected) obtained by randomly removing a portion (e.g., one or two) of the simulated tooth model from the complete simulated dentition, or a simulated dentition (i.e., the simulated dentition to be corrected) obtained by removing a portion of the simulated tooth model through the teacher's operation, which is not limited here.

[0086] The simulated dentition design unit 130 can then obtain the simulated restoration equipment (one or more of a simulated clasp, a simulated support, a simulated base, a simulated connector, and a simulated artificial tooth) selected by the user for each part and the corresponding simulation correction parameters (e.g., the position of the clasp), and then correct the part of the simulated dentition to be corrected based on the simulated restoration equipment and the corresponding simulation correction parameters. Based on this, the simulated dentition design unit 130 can generate correction completion information based on the user's correction completion operation, and determine that the simulated dentition restored to the current state is a simulated dentition model based on the correction completion information.

[0087] Through the oral medicine skills teaching, research and training system 100 based on virtual simulation technology, the dentition is designed in a virtual simulation form. In the teaching mode, the system can randomly generate a dentition model that needs to be repaired (simulated dentition to be corrected) and prepare all kinds of clasps, supports, bases, connectors and artificial teeth options. Students can use the simulated restorative equipment (simulated clasps, simulated supports, simulated bases, simulated connectors and simulated artificial teeth, etc.) provided in the options to design removable partial dentures (i.e., the simulated dentition model obtained after repairing the simulated dentition to be corrected). Teachers can also conduct screen projection teaching, thereby realizing fast and efficient two-way communication between teachers and students. At the same time, students' works can also be digitally saved to facilitate teachers' learning situation analysis and subsequent teaching.

[0088] For ease of understanding, an example of correcting a simulated dentition to be corrected is provided here.

[0089] For example, see Figure 2 In the simulated dentition design unit 130, there are multiple modes for students to choose from, such as practice mode, learning mode and examination mode. For example, if you choose practice mode, you can click on the menu bar - mode - practice mode. After clicking on "practice mode", a "question box" (such as Figure 3As shown), you can choose random questions or custom questions. The difference between the two is that the former is the system's random missing teeth, while the latter is the user's custom missing teeth. Design of random question function: If you click to select the maxillary, suppose you fill in 3 in the number of missing teeth, click the OK button, and the teeth that need to be operated will appear in the main operation area. Then you can drag the clasp and support in the clasp selection area to design (such as Figure 4 and Figure 5 After drawing the rest of the clasps, supports, and connectors in the same way, click the "Save" option to save the result (as shown). Figure 6 Customized function design: The user clicks on the dentition displayed in the question box, and the rest of the operations are the same as the random question function design.

[0090] The function area on the right side of the display interface of the oral medicine skills teaching, research and training system 100 based on virtual simulation technology provides a variety of simulated restorative equipment, and each simulated restorative equipment can include multiple different types of equipment. For example, the clasp can include a three-arm clasp, a double-arm clasp, a single-arm clasp, a rod-type clasp, a canine clasp, a barb clasp, a rebound clasp, a combined clasp, a continuous clasp, a long-arm clasp, a half clasp, a ring-shaped clasp, etc.

[0091] For the operation of the simulated dentition design unit 130 (students use the simulated dentition design unit 130 for training, learning or examination), the user skill scoring unit 170 can determine the simulated dentition score based on the simulation correction parameters, the simulated dentition model and the reference dentition model.

[0092] Exemplarily, the user skill scoring unit 170 can compare the simulated dentition model with the reference dentition model to determine the difference in the dentition models. The reference dentition model here is a dentition model determined based on the simulated dentition to be corrected, and the reference dentition model reveals the corrected state corresponding to each part of the simulated dentition to be corrected. Then, the user skill scoring unit 170 can determine the difference in the dentition models between the simulated dentition model and the reference dentition model (for example, whether it has been corrected, whether the correction method is accurate, etc.), thereby determining the dentition model score based on the difference in the dentition models (the dentition model score can be obtained by weighted summing the score items corresponding to each difference). Then, the user skill scoring unit 170 can determine at least one part correction score (one part correction score corresponds to one part correction score) based on the simulated restorative equipment and corresponding simulation correction parameters selected by the user at each part, and determine the dentition correction score based on all the part correction scores (which can be calculated by weighted summing). Finally, the user skill scoring unit 170 may determine a simulated dentition score (eg, weighted sum) based on the dentition model score and the dentition modification score.

[0093] In the virtual simulation-based oral medicine skills training and teaching system 100 (simulated dentition design unit 130), candidates can enter the system to participate in a test that examines their familiarity and understanding of clasps and their indications, as well as their ability to design removable partial dentures for various cases. This skill test is scored in multiple dimensions by the user skill scoring unit 170 (including the completion of the simulated dentition model, the selected simulated restorative devices for each site, and the corresponding simulation correction parameters).

[0094] Since sketching of teeth is an important way to cultivate students' cognition and appreciation of aesthetics, enhance their interest in sketching courses, and cultivate their formal aesthetic ability, visual recognition ability, composition aesthetic ability, and color perception ability, the domestic oral sketching teaching staff is weak, and for students without a foundation in painting, it is very difficult to quickly master oral sketching in a short period of time.

[0095] Exemplarily, the simulated tooth sketch unit 140 can be used to display a tooth sketch tutorial of a reference tooth model, wherein the tooth sketch tutorial includes a tooth deconstruction model and a tooth sketch model of the reference tooth model. The oral medicine skills teaching, research, examination and training system 100 based on virtual simulation technology provides users with a complete process of learning oral sketches (a tooth sketch tutorial) through virtual simulation technology, and at the same time proposes a teaching method of tooth deconstruction (a tooth deconstruction model, which deconstructs the complex structure of the tooth model into a combination of simple cubes, and then restores and reconstructs the tooth model), which greatly reduces the difficulty of students' learning process. Among them, the tooth deconstruction model is a tooth model that is further constructed by deconstructing a tooth with complex structural features through the tooth deconstruction method.

[0096] The basic principle of tooth deconstruction is to deconstruct and simplify the irregular, iconic tooth form into a regular structure (applying the principle of reducing complexity to simplicity, as embodied in traditional artistic anatomy theory); then, reorganize this simplified regular structure into a complex cube of composite tooth form, and then transition to the real tooth (applying the principles of modern fractal anatomy theory, which emphasizes the logical relationships between fractal blocks). Based on this, a first-order deconstruction of the tooth is performed—deconstructing iconic anatomical structures such as the crown, cusp, and root (with a unique deconstruction logic), thereby deconstructing the irregular, iconic tooth form into a regular structure (which serves as the basis for the tooth deconstruction teaching aid). Further deconstruction can be performed on detailed anatomical structures such as the pit, groove, and ridge (with a non-unique deconstruction logic), gradually restoring the simplified regular structure to the real tooth. This deconstruction method aligns with Derrida's principles of deconstruction: deconstruction is non-unique, pluralistic, and fluid. During the second-order deconstruction process, deconstruction logic is based on tooth morphology, while structural logic emphasizes proportional coordination and downplays specific numerical values. Key points are extracted from tooth morphology, breaking the model of oral anatomy and physiology that explains each facet by facet, and reorganizing all anatomical features into polyhedral components. This approach can achieve a series of skill training goals: cultivating the observational skills of students majoring in stomatology; cultivating their spatial imagination; cultivating their ability to learn, master, apply, and retain oral anatomy and physiology knowledge over the long term; cultivating their aesthetic awareness and humanistic feelings; and consolidating their preclinical skills foundation.

[0097] Therefore, the tooth is deconstructed based on the tooth deconstruction method to construct the corresponding tooth deconstruction model. Figure 7 , taking the maxillary first premolar as an example, the tooth deconstruction method is explained:

[0098] The maxillary first premolar has two cusps with four ridges and four slopes. Below the cusps is the crown body, which has two roots, the lingual root and the buccal root: the main feature of the top of the crown is the two cusps, with different heights and ridge directions; the main feature of the crown body is that it is similar to a hexagonal pyramid; the main feature of the root is that it continues the shape of the crown neck, is a flat root, and has an 8-shaped cross-section.

[0099] Based on this, the tooth deconstruction method is used to deconstruct the maxillary first premolar: the two cusps with four ridges and four bevels can be simplified into two quadrangular pyramids; and the crown body below the cusp can be simplified into a hexagonal pyramid (it can also be simplified into a quadrangular pyramid, which is not limited here), thereby completing the first-order deconstruction of the maxillary first premolar (i.e., the volume transformation of the iconic tooth anatomical structure). Then, the pits and grooves or ridges of the maxillary first premolar can be simplified into various splines, and the root side can be freely extended in accordance with the crown body, without emphasizing the root side morphology, completing the second-order deconstruction of the maxillary first premolar (i.e., the volume transformation of the detailed tooth anatomical structure).

[0100] It should be noted that the prism involved here is not the prism defined in the traditional sense (the top surface and the bottom surface of the prism defined in the traditional sense are parallel). In this embodiment, the top surface and the bottom surface of the prism may be parallel or non-parallel, which is not limited here.

[0101] Then, the basic steps for tooth deconstruction of the maxillary first premolar are as follows: Figure 8 At the same time, refer to Figure 9 , Figure 9 Schematic diagram of the sketch images obtained at each step of tooth deconstruction for the maxillary first premolar ( Figure 9 Each sub-graph corresponds to Figure 8 a step in the .

[0102] First, you can draw a proportional box according to the tooth data (the proportions are determined based on the length, width, height, and height of the maxillary first premolar, as well as the height of the cusp, crown, and root). Then, draw a quadrangular pyramid in the top area, a hexagonal pyramid in the middle area, and the root shape in the bottom area. Then, you can perform tooth shape modification, further add second-order deconstruction splines to the modified tooth shape, perform secondary tooth shape modification, strengthen the transition area, and depict the light and dark of the tooth body. This completes the sketching teaching process of the maxillary first premolar based on the tooth deconstruction method.

[0103] Based on the tooth deconstruction method, the tooth deconstruction model of each tooth can be built into the simulated tooth sketch unit 140. Take the tooth deconstruction model 200 of the maxillary first premolar as an example:

[0104] See also Figure 10 , Figure 10 Schematic diagram of a tooth deconstruction model 200 of the maxillary first premolar. The tooth deconstruction model 200 of the maxillary first premolar may include: a tooth top structure 210, a tooth body structure 220 and a tooth root structure 230.

[0105] The tooth top structure 210 includes two sets of tooth top sub-components 211, each set of which is a single pyramid, with a set of first connecting members 240 located at the base of each pyramid. The tooth body structure 220 is a truncated pyramid, with two sets of second connecting members 250 spaced apart at the top of the pyramid and a set of first connecting members 240 located at the base. The tooth root structure 230 includes a tooth root body 231 and two sets of tooth root sub-components 232 located at the base of the tooth root body 231: the tooth root body 231 is a truncated pyramid, with a set of second connecting members 250 located at the top of the pyramid. Each of the two sets of tooth root sub-components 232 comprises two stacked truncated pyramids. The first connecting parts 240 at the bottom of the two groups of tooth top components 211 are connected one by one with the two groups of second connecting parts 250 at the top of the tooth body structure 220, and the second connecting parts 250 at the top of the tooth root body 231 are connected with the first connecting parts 240 at the bottom of the tooth body structure 220 to form a tooth deconstruction model 200 of the maxillary first premolar.

[0106] Of course, in the tooth sketching tutorial of the reference tooth model (including the tooth deconstruction model and the tooth sketching model) displayed by the simulated tooth sketching unit 140, the tooth deconstruction model obtained by the first-order deconstruction of the tooth (simplified to a model of a simple cube combination) can be displayed so that students can remember the spatial structure of the tooth; a tutorial based on the second-order deconstruction of the tooth deconstruction model obtained by the first-order deconstruction to restore the detailed features of the tooth can also be displayed to teach students to draw a tooth sketching model.

[0107] In order to help students understand the structure of teeth, organize knowledge and deconstruct teeth in their minds, and then draw teeth step by step through sketching exercises, restore the deconstruction process, and memorize dental anatomical knowledge, this embodiment uses virtual simulation technology to provide users with a complete process of learning oral sketches, that is, by setting a simulated tooth sketch unit 140 in the oral medicine skills teaching, research, examination and training system 100 based on virtual simulation technology, so as to load and display the corresponding tooth deconstruction model and tooth sketch model through the simulated tooth sketch unit 140, and provide corresponding tutorials. At the same time, an innovative teaching method of tooth deconstruction is proposed (and a tooth sketch tutorial containing a tooth deconstruction model and a tooth sketch model is displayed through the simulated tooth sketch unit 140 of the oral medicine skills teaching, research, examination and training system 100 based on virtual simulation technology).

[0108] For example, the oral medicine skills teaching, research and training system 100 based on virtual simulation technology can provide tutorials for basic sketching and tooth shape sketching. Basic sketching includes the selection of sketching tools, pen holding posture, line arrangement and light and shade relationship, etc.; tooth shape sketching can be achieved in the following ways: after selecting the sketch object (a certain tooth), it can be expanded to observe the 3D tooth model (the corresponding simulated tooth model will be displayed, such as Figure 11As shown, that is, the physical display mode of the simulated tooth model), tooth deconstruction splicing (the corresponding tooth deconstruction model will be displayed, such as Figure 10 As shown), tooth sketching step-by-step instructions (will show tooth sketching models, such as Figure 12 As shown in the figure, that is, the sketch display mode of the simulated tooth model) several key learning processes can enhance students' understanding and memory of tooth structure and effectively improve oral sketching skills.

[0109] It should be noted that the simulated dental sketching unit 140 can also be designed in an examination mode. In the examination mode, students can enter the system (the simulated dental sketching unit 140 of the oral medicine skills teaching, research, examination and training system 100 based on virtual simulation technology) to participate in the test. The candidates sketch the simulated dental model provided by the system, and the system (the user skill scoring unit 170 of the oral medicine skills teaching, research, examination and training system 100 based on virtual simulation technology) can track the accuracy and fluency of the candidates' operations during the examination in real time and give fair and impartial scores. This is not limited here.

[0110] Exemplarily, the simulation model determination unit 150 may be configured to obtain and display an erroneous denture model with defects, and obtain an error type selected by the user based on the determination of the erroneous denture model.

[0111] In real-world scenarios, due to limitations such as the cumbersome and complex model-making process, high labor and time costs, and high material consumption, schools are unable to provide students with a large number of randomly erroneous models (errors such as defects on the models caused by manipulation) for observation and identification. However, the simulation model determination unit 150 of the oral medicine skills teaching, research, and training system 100 based on virtual simulation technology can provide students with a large number of randomly erroneous models (i.e., erroneous denture models).

[0112] In teaching mode, students can use the unit's rich collection of models, question bank content, and varied question types to strengthen their understanding of the textbook content while completing exercises. For example, they can identify and explain the causes of errors such as incomplete perfusion, bubbles, and tumors in the model. This allows them to practice more, strengthen their memory, broaden their horizons, and lay a solid foundation for true clinical practice. In exam mode, students can access the system to participate in tests that assess their ability to determine whether a model meets the requirements and their understanding of the various precautions involved in perfusing the model. These tests can also be graded impartially and objectively.

[0113] Exemplarily, the simulated intraoral photography unit 160 can be used to display a tutorial on using a simulated oral photography instrument for simulated intraoral photography, and to obtain simulated photography parameters for a user to operate the simulated oral photography instrument, and perform simulated intraoral photography based on the simulated photography parameters.

[0114] Since the SLR equipment required for photography is expensive, many universities do not cover the relevant knowledge of oral photography in the teaching of oral medicine and oral medical technology majors. However, oral photography is frequently used in clinical practice, and it is difficult for students to have a deep and thorough understanding of the relevant concepts of introductory photography based solely on book descriptions. Therefore, the oral medicine skills teaching, research, and training system 100 based on virtual simulation technology can provide students with the conditions to learn and master intraoral photography skills by virtually simulating the equipment and related processes of oral photography (simulated intraoral photography unit 160).

[0115] In teaching mode, students can practice basic photography processes through simulation models, transforming textbook theory into practical application and further deepening their understanding of oral photography. Through simulations of real cases, students can gain a deep understanding of professional oral photography knowledge and operational techniques. In this teaching mode, students pay attention to both details and key points, allowing them to learn and practice repeatedly. In examination mode, students can enter the system to participate in tests. The system (the user skill scoring unit 170 of the oral medicine skills teaching, research, and training system 100 based on virtual simulation technology) can track the accuracy, efficiency, and fluency of the examinee's intraoral photography process in real time as they complete the process step by step, and provide fair and impartial scoring.

[0116] In summary, the embodiment of the present application provides a dental skills teaching, research, examination and training system 100 based on virtual simulation technology, wherein the simulated tooth model unit 110 is used to obtain the simulation carving parameters of the user for simulated carving of the loaded simulated tooth germ model, and render the simulated tooth germ model based on the simulation carving parameters, and simulate the dynamic changes of the topological structure of the simulated tooth germ model during the simulation carving process in real time to obtain a simulated tooth model completed by simulation carving. In this way, the simulated tooth model unit 110 can be used to simulate the gypsum material without the use of gypsum, negative molds, etc., saving costs. The simulated denture casting unit 120 is used to obtain the simulated casting process of the user for simulated casting of the simulated denture, and generate a corresponding simulated denture model based on the simulated casting process. In this way, the casting process of the denture can be simulated, thereby solving problems such as insufficient and difficult material preparation in teaching, examination and other scenarios, and getting rid of the limitations of factors such as manpower, material resources and time. The simulated dentition design unit 130 is used to obtain the simulation correction parameters of the simulated dentition to be corrected by the user, and correct the simulated dentition to be corrected based on the simulation correction parameters to obtain a simulated dentition model. The design of the simulated dentition design unit 130 can utilize a variety of simulated dentitions to be corrected to train the user's dentition restoration skills, and can also solve problems such as insufficient and difficult material preparation. The user skill scoring unit 170 is used to perform at least one of the following operations: determining a simulated tooth score based on simulated carving parameters, a simulated tooth model, and a reference tooth model; determining a simulated denture score based on simulated casting processes, simulated casting parameters, a simulated denture model, and a reference denture model; and determining a simulated dentition score based on simulated correction parameters, a simulated dentition model, and a reference denture model. This allows for convenient and relatively fair and objective scoring of the user's various skills. Therefore, the oral medicine skills teaching, research, and training system 100 based on virtual simulation technology can effectively address the problems existing in the teaching staff status of domestic colleges and universities offering oral medicine technology majors (for example, most teaching staff are not from the major, denture production skills do not meet clinical requirements, and the age structure is unreasonable, which affects the teaching level of practical courses). Through virtual simulation, the operation scenarios and processes of various skills can be realistically and effectively simulated, greatly reducing the reliance on teachers' cross-disciplinary abilities. Furthermore, the oral medicine skills teaching, research, examination, and training system 100, based on virtual simulation technology, can effectively address the problems faced by oral medicine technology experimental teaching, such as the cumbersome and difficult pre-class preparation of materials and a poor teaching environment. Furthermore, the oral medicine skills teaching, research, examination, and training system 100, based on virtual simulation technology, can help overcome the current situation of the short development of oral medicine technology in China and the lack of assessment of the subject's manual skills. It can also circumvent limitations such as the difficulty in ensuring the stability of mechanical equipment and the high cost and material consumption during the preparation process.

[0117] In this document, relational terms such as first and second, etc. are used merely to distinguish one entity or operation from another entity or operation, but do not necessarily require or imply any actual relationship or order between these entities or operations.

[0118] The above description is merely an embodiment of the present application and is not intended to limit the scope of protection of the present application. For those skilled in the art, various modifications and variations of the present application are possible. Any modifications, equivalent substitutions, improvements, etc. made within the spirit and principles of the present application shall be included in the scope of protection of the present application.

Claims

1. A stomatological skills teaching, research, examination and training system based on virtual simulation technology, characterized by: include: The simulated tooth model unit is used to obtain the simulated carving parameters of the simulated tooth germ model loaded by the user for simulated carving, and render the simulated tooth germ model based on the simulated carving parameters, and simulate in real time the dynamic changes of the topological structure of the simulated tooth germ model during the simulated carving process to obtain a simulated tooth model completed by simulated carving; A simulated denture casting unit, configured to obtain a simulated casting process for a simulated denture cast by a user, and generate a corresponding simulated denture model based on the simulated casting process; A simulated dentition design unit, configured to obtain simulation correction parameters used by a user to correct the simulated dentition to be corrected, and to correct the simulated dentition to be corrected based on the simulation correction parameters to obtain a simulated dentition model; The user skill scoring unit is configured to perform at least one of the following operations: determining a simulated tooth score based on the simulated carving parameters, the simulated tooth model, and the reference tooth model; determining a simulated denture score based on the simulated casting process, the simulated casting parameters, the simulated denture model, and the reference denture model; and determining a simulated dentition score based on the simulated correction parameters, the simulated dentition model, and the reference dentition model. The oral medicine skills teaching, research, examination and training system based on virtual simulation technology is equipped with a simulated ball drill, a simulated diamond needle, a simulated engraving pen, and a simulated willow leaf carving knife, and is externally connected to a VR display device and a force feedback device. The simulated tooth model unit is specifically used to: Obtain the simulation engraving tool selected by the user and the simulation engraving parameters collected in real time by the force feedback device in the simulation engraving tool mode; Based on the simulation carving tool and corresponding simulation carving parameters selected by the user, the loaded simulated tooth germ model is rendered, and the rendered simulated tooth germ model is synchronously transmitted to the VR display device, so that the VR display device can display the VR image of the simulated tooth germ model in real time, thereby simulating the dynamic changes of the topological structure of the simulated tooth germ model during the simulation carving process in real time; Generate carving completion information based on the carving completion operation of the user, and determine that the current simulated tooth germ model is a simulated tooth body model based on the carving completion information; The user skill scoring unit is specifically used to: The simulated tooth model is compared with the reference tooth model to determine the difference in the tooth model, and the tooth model score is determined based on the difference in the tooth model. The tooth model difference includes the overall morphological difference and the tooth feature difference. The overall morphological difference specifically includes the difference in volume, angle, ridge, pit, and groove. Each sub-indicator has a corresponding score item, and the weighted sum is used to obtain the tooth model score; Based on each simulated carving tool and corresponding simulated carving parameters selected by the user, as well as the carving time in the simulated carving tool mode, a carving operation score for each simulated carving stage is determined, and a tooth carving score is determined based on the carving operation score for each simulated carving stage; A simulated tooth score is determined based on the tooth model score and the tooth carving score.

2. The oral medicine skills teaching, research, examination and training system based on virtual simulation technology according to claim 1 is characterized in that: The oral medicine skills teaching, research, examination and training system based on virtual simulation technology is equipped with a variety of simulation casting equipment. The reference casting process of simulated denture casting includes multiple sub-processes, each of which is associated with corresponding simulation casting equipment and simulation casting parameters. The simulated denture casting unit is specifically used to: Acquiring the simulated casting equipment, simulated casting parameters, and simulated processing technology selected by the user, wherein the simulated processing technology is any one of making a wax pattern, inserting a sprue, placing a casting ring, embedding, roasting, casting, sandblasting, cutting a sprue, and grinding and polishing; Determine the current sub-process based on the simulated casting equipment, simulated casting parameters and simulated processing technology; Based on all sub-processes determined by the user's operations during the simulation casting process, the simulation casting process for the user to simulate the simulation casting of the simulation denture is determined, and the corresponding simulation denture model is determined based on the simulation casting process.

3. The oral medicine skills teaching, research, examination and training system based on virtual simulation technology according to claim 2 is characterized in that: The user skill scoring unit is specifically used to: Comparing the simulated denture model with the reference denture model to determine the denture model differences, and determining the denture model score based on the denture model differences; Based on the simulated casting equipment, simulated casting parameters and simulated processing technology selected by the user in each sub-process, the casting operation score of each sub-process is determined, and the denture casting score is determined based on the casting operation score of each sub-process; A simulated denture score is determined based on the denture model score and the denture casting score.

4. The oral medicine skills teaching, research, examination and training system based on virtual simulation technology according to claim 1 is characterized in that: The oral medicine skills teaching, research, examination and training system based on virtual simulation technology is equipped with a variety of simulated clasps, simulated supports, simulated bases, simulated connectors and simulated artificial teeth. The simulated dentition design unit is specifically used to: Obtaining and displaying a simulated dentition to be corrected, wherein the simulated dentition to be corrected has at least one part that needs to be repaired; Obtain the simulation repair equipment and corresponding simulation correction parameters selected by the user for each part; Based on the simulated restoration equipment and the corresponding simulation correction parameters, the part of the simulated dentition to be corrected is corrected; Correction completion information is generated based on the correction completion operation of the user, and based on the correction completion information, the simulated dentition restored to the current state is determined to be the simulated dentition model.

5. The oral medicine skills teaching, research, examination and training system based on virtual simulation technology according to claim 4 is characterized in that: The user skill scoring unit is specifically used to: comparing the simulated dentition model with the reference dentition model to determine differences in the dentition models, and determining a dentition model score based on the differences in the dentition models; Determining at least one site correction score based on the simulated restoration device and corresponding simulation correction parameters selected by the user for each site, and determining a dentition correction score based on all site correction scores; A simulated dentition score is determined based on the dentition model score and the dentition modification score.

6. The oral medicine skills teaching, research, examination and training system based on virtual simulation technology according to claim 1 is characterized in that: The oral medicine skills teaching, research and training system based on virtual simulation technology also includes a simulated tooth sketch unit. The simulated tooth sketch unit is used to display a tooth sketch tutorial of a reference tooth model, wherein the tooth sketch tutorial includes a tooth deconstruction model and a tooth sketch model of the reference tooth model.

7. The oral medicine skills teaching, research, examination and training system based on virtual simulation technology according to claim 1 is characterized in that: The oral medicine skills teaching, research and training system based on virtual simulation technology also includes a simulation model determination unit. The simulation model determination unit is used to obtain and display an erroneous denture model with defects, and obtain the error type selected by the user based on the judgment of the erroneous denture model.

8. The oral medicine skills teaching, research, examination and training system based on virtual simulation technology according to claim 1 is characterized in that: The oral medicine skills teaching, research and training system based on virtual simulation technology also includes a simulated intraoral photography unit. The simulated intraoral photography unit is used to display a tutorial on using a simulated intraoral photography instrument to perform simulated intraoral photography, and to obtain simulated photography parameters used by a user to operate the simulated intraoral photography instrument, and perform simulated intraoral photography based on the simulated photography parameters.

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