Association for Dental Education in Europe

Learning together to improve oral health and quality of life

Reimagining digital reinforcement of the dental education: bridging borders, uniting missions by the digital, VR and haptic thinkers global network

Thursday, 21st August 2025 - 13:15 to 14:00
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Timezone: 

Dublin (IST, UTC+1)

Venue: 

McNabb Auditorium TCDBS

Session type: 
Type 4: Organised, planned and delivered by an external group without input from ADEE
Digital, VR-Haptic Thinkers
Pre-register as part of your ADEE 2025 meeting registration
Session synopsis: 
Digital, Virtual Reality, and Haptic technology is not merely a tool for preclinical, clinical, or postgraduate training - it's a "Dr. X" for our field as well. These cutting-edge technologies serve as a comprehensive knowledge booster, skills trainers, ergonomic coaches, and even a psychotherapeutic aid.

The integration of these technologies in basic and advanced healthcare education represents a significant leap forward in shaping the next generation of professionals and will influence oral care. These technologies offer unparalleled opportunities for enhancing both knowledge acquisition and skill development, yet their global adoption remains surprisingly limited despite being available for over a decade.

Difficulties seeing and accessing the teeth are the main hurdles in the adoption of ergonomic posture for handpiece education. Students often place their bodies in unhealthy positions in order to achieve the wanted outcome. Assessment of this association is crucial, because students should be aware of unhealthy positions and to learn how to prevent it. This interactive session will provide attendees the ability to assess ergonomic issues and understand the role VR haptics can play in reducing these issues, as well.

This session is created, organised and dellivered by the Digital, VR-Haptic Thinkers group.

Chair: 

Barry A. Quinn

Vice Dean for Scholarship & Staff Development | Chair in Restorative Dentistry and Dental Education
University of Liverpool, School of Dentistry, UK

Professor Barry F.A. Quinn is the Vice Dean for Scholarship and Staff Development and Chair in Restorative Dentistry and Dental Education at the University of Liverpool. He is an internationally recognised leader in dental education and research, with an extensive portfolio of senior roles in national and international organisations.

Barry currently serves as Secretary General of the Association for Dental Education in Europe (ADEE), President of the Royal Society of Medicine’s Odontology Section, and President of the IADR Prosthodontic Group. He has previously held presidencies of the British Alliance for Researchers in Dental Education and Scholarship (BARDES) and the Education Research Group of the International Association for Dental Research (IADR).

He has also contributed to the work of UNESCO, IFIP, and the General Dental Council (GDC), particularly in areas of quality assurance and professional standards. Barry’s contributions to dental education have been widely recognised. In 2023, he was awarded a National Teaching Fellowship—only the 12th UK dental professional to receive this honour in the award’s history. His research spans interprofessional education and haptic virtual reality surgical simulation training, and has earned accolades such as the Medical Futures Award and ADEE’s Mature and Interprofessional Educator Awards.

He is the author of over 200 abstracts and publications, and remains committed to advancing excellence, innovation, and collaboration in dental education and scholarship.

Speakers: 

Carlos Serrano

Chair of Digital Dentistry and General Oral Care
Academic Center for Dentistry Amsterdam (ACTA), The Netherlands

Dr. Carlos M. Serrano graduated as a dentist (DDS) from the University of Concepción in Chile in 2004. He obtained his master's degree in medical education (MMedEd) in 2010 and completed his specialty in Prosthodontics (MClinPros) in 2012. In 2023, he received his PhD, with research focused on the applications of extended reality (XR) and digital dentistry in dental education.

Since 2015, Carlos has been a member of ACTA’s Digital Dentistry department, where he specializes in the development and integration of digital technologies into dental education and patient care. He has also been actively involved in the Association for Dental Education in Europe (ADEE) since 2015, contributing to the international advancement of digital dentistry education. His work with ADEE includes developing and promoting initiatives that enhance the integration of emerging digital technologies into dental curricula, as well as collaborating with international institutions to improve dental education standards.

Carlos is also actively involved in research and dental education, particularly at the intersection of digital dentistry and extended reality, with a focus on reshaping the future of dental education and clinical practice.

Stephen Deboo

Clinical Lecturer in Restorative Dentistry
University of Liverpool, UK

Dr. Stephen Deboo graduated from the University of Newcastle upon Tyne (UK) in 2003 gaining his BDS with a Merit in Restorative Dentistry. Upon qualification he entered general practice in Liverpool where, after 3 years, he gained the position of Lead Dentist. At this time he was also appointed as a Vocational Trainer under the Mersey Deanery beginning his journey into providing postgraduate dental education and training. Stephen continued his interest in dental education when appointed Clinical Teaching Fellow at the University of Manchester, which he performed alongside his role as a general dental practitioner, advancing his knowledge in aspects of private dental practice. in 2019, Stephen was appointed Clinical Lecturer in Restorative Dentistry at the University of Liverpool where he now teaches both undergraduate and postgraduate students.

Currently, his main teaching role is as the School of Dentistry's Undergraduate Component Lead for Prosthodontics and Endodontics as well as Year 3 Programme Lead. He has also played a major role in incorporating digital dentistry into the undergraduate curriculum and is keen to develop this further alongside the exciting field of haptics.

As well as BDS, Stephen has also gained Member of the Joint Dental Faculties (MJDF), PGCert in Restorative Dentistry, Senior Fellow of the Higher Education Academy (SFHEA) and has just completed his Masters in Academic Practice (MAAP). In 2024, he earned a prestigious Early Career Educator Award from ADEE for his work in simulation.

Stephen's main area of active research is in Clinical Education Research (ClinEdR) focusing on simulation-based training, haptically enabled technologies and digital education. In addition, he is also interested in investigating the wider integration of the dental workforce, bridging the clinical transition gap and improving student confidence. He is also interested in developing student engagement and promoting student research activities.

Kinga Ágnes Bágyi

Dean of the Faculty of Dentistry
University of Debrecen

Kinga Ágnes Bágyi earned her dental degree in 1996, completed her PhD in 2009, and received habilitation in 2017. She passed the specialty examination in Endodontics in 2019. She has served as Vice-Dean, Acting Dean, and, since 2019, Dean of the Faculty of Dentistry at the University of Debrecen. She teaches Endodontics in both Hungarian and English, and plays a key role in postgraduate specialty training. Her clinical expertise lies in treating complex referred cases, and she leads several research groups. As Dean, she has championed curriculum reform and introduced eight dental simulators, setting new standards in practical dental education. Committed to giving the next generation of dentists every opportunity in Debrecen, seeing the digital revolution in dental education.

Learning Outcomes: 

Following this session participants will be able to:

  • Explain how curriculum designers can impact their ability to implement dental tasks efficiently on different preclinical and clinical courses.
  • Discuss the importance of proper combination and timing of different modules for both the student's well-being and assessment.
  • Demonstrate best practices that can enhance performance and reduce strain on student.

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