Effectiveness and Student Perceptions of Haptic Virtual Reality Simulation Training as an Instructional Tool in Pre-Clinical Paediatric Dentistry: A Pilot Pedagogical Study

Integration of haptic virtual reality simulators in undergraduate dental curricula: A survey-based study in Gulf Cooperation Council countries

BACKGROUND

The integration of haptic simulators in contemporary dental education has been reported to improve students' hand-eye coordination and fine motor skills during pre-clinical education to facilitate a smooth transition to the clinical setting. The aim of this study was to assess the integration of haptic virtual reality simulation (HVRS) in undergraduate dental curricula in the Gulf Cooperation Council countries.

METHODS

All dental schools offering undergraduate dental programs in the Gulf Cooperation Council countries were invited to participate in this cross-sectional study design. Data was collected using an online survey on a voluntary basis and analyzed using Microsoft Excel.

RESULTS

Out of 34 dental schools, responses were received from 30 dental schools (response rate 88.2%). In terms of haptic integration, only two (6.7%) dental institutions have adopted haptic simulation in undergraduate dental education. However, a considerable proportion of schools (n = 13, 46.4%) expressed an interest in the future use of haptic technology. The key strengths of HRVS included the integration of modern technology, opportunities for self-directed learning, development and consolidation of manual skills, and boosting self-confidence amongst undergraduate dental students. Financial cost and limited patient cases in the HRVS library were regarded as the main barriers to widespread use of this technology.

CONCLUSION

Although the Gulf Cooperation Council countries have strong economies with a high gross domestic product (GDP), only a limited number of dental schools have incorporated haptic technology in their curricula. Nevertheless, a high proportion of dental schools in the region are actively considering purchasing and implementation of haptic devices in undergraduate dental programs.

Effectiveness and Methodologies of Virtual Reality Dental Simulators for Veneer Tooth Preparation Training: Randomized Controlled Trial

Background

Virtual reality (VR) simulators are increasingly used in dental education, offering advantages such as repeatable practice and immediate feedback. However, evidence comparing their efficacy to traditional phantom heads for veneer preparation training remains limited.

Objective

This study aimed to compare the effectiveness of 2 widely used VR simulators (Unidental and Simodont) against traditional phantom heads for veneer tooth preparation training and evaluate the impact of training sequence (simulator-first vs phantom-head-first) on skill acquisition.

Methods

A randomized controlled trial was conducted with 80 fourth-year dental students from Peking University School of Stomatology. Participants were stratified by gender and academic performance, then equally allocated to 8 groups. Groups 1-3 trained exclusively using Unidental, Simodont, or phantom heads, respectively, while groups 4-8 followed hybrid sequences combining simulator and phantom-head training. Each participant performed veneer preparations on a maxillary central incisor. Preparations were evaluated by a blinded instructor using a validated 100-point rubric assessing marginal integrity (30%), preparation depth (25%), proximal contour (25%), and surface smoothness (20%). Posttraining questionnaires (100-point scale) compared user perceptions of simulator realism, haptic feedback, and educational value.

Results

There were no statistically significant differences in the preparation quality among groups using different training methods (Unidental: 88.9, SD 3.6; Simodont: 88.6, SD 1.6; phantom heads: 89.4, SD 2.8; P=.81) or different training methodologies (simulator-first vs phantom-head-first) (simulator first: P=.18; phantom head first: P=.09, different sequences of Unidental: P=.16; different sequences of Simodont: P=.11). However, significant differences were observed between the evaluations of the 2 simulators in terms of realism of the odontoscope's reflection (Simodont: 55.6, SD 33.7; Unidental: 87.5, SD 13.9; P<.001), force feedback (Simodont: 66.2, SD 22.4; Unidental: 50.8, SD 18.9; P=.007), and simulation of the tooth preparation process (Simodont: 64.4, SD 16.0; Unidental: 50.6, SD 16.6; P=.003). Evaluation results showed no statistical differences between the 2 simulators in display effect (Simodont: 77.43, SD 21.58; Unidental: 71.68, SD 20.70; P=.24), synchronism of virtual and actual dental instruments (Simodont: 67.86, SD 19.31; Unidental: 59.29, SD 20.10; P=.11), and dental bur operation simulation (Simodont: 63.32, SD 19.99; Unidental: 55.79, SD 19.62; P=.16). The Unidental simulator was rated better than the Simodont simulator in terms of the realism of odontoscope's reflection. In all other aspects, Simodont was superior to Unidental. There was no significant difference in the students' attitudes towards the 2 simulators (improve skills: P=.19; inspire to learn: P=.29; will to use: P=.40; suitable for training: P=.39).

Conclusions

The study found no significant differences in training outcomes between VR simulators and traditional phantom heads for veneer preparation, suggesting that VR technology may serve as a viable alternative or supplementary tool in dental education. However, the absence of significant differences does not imply equivalence, as formal equivalence testing was not performed. Future studies should incorporate equivalence testing and explore cost-effectiveness, long-term skill retention, and adaptability to complex clinical scenarios.

Predicting novice dental students' performances in conventional simulation: A prospective pilot study using haptic exercises

Background/purpose

While haptic simulators in preclinical dentistry show promise, few studies predict novice dental students' performance in conventional simulations using haptic exercises. This study aimed to explore associations between (i) the number of failures in haptic exercises, (ii) the haptic performance index, and (iii) the quality of prosthetic preparation for cast crowns. Additionally, the students' perceptions regarding the use of the VirTeaSy Dental® haptic simulator was analyzed.

Materials and methods

Forty novice students were randomly selected from the Dental Faculty of Nantes University in September 2022 (mean age: 19.7 ± 1.8 years). They completed four haptic exercises using the VirTeaSy Dental® simulator and prepared cast crowns on pedagogical phantom-mounted models. Data on haptic variables, prosthetic preparation quality scores, and the number of failed/successful haptic exercises were collected. Correlation analyses were conducted, and the mean preparation quality score was compared between students who failed and those who passed the haptic exercises. A questionnaire assessing the students' perceptions when using VirTeaSy Dental® was completed.

Results

A correlation was found between the number of haptic exercise failures and the prosthetic preparation quality score, with students who failed showing lower scores (10.66 ± 3.69) compared to those who passed (13.72 ± 4.76) (P < 0.05). No correlation was observed for the haptic performance index. Students reported that the VirTeaSy simulator positively impacted their learning of milling gestures.

Conclusion

The number of haptic exercise failures can predict performance in conventional simulations and help identify students with manual dexterity issues, guiding personalized preclinical training adjustments.

From Virtual Reality to Reality: Fine-Tuning the Taxonomy for Extended Reality Simulation in Dental Education

INTRODUCTION

Digital simulation in dental education has substantially evolved, addressing several educational challenges in dentistry. Following global lockdowns and sustainability concerns, dental educators are increasingly adopting digital simulation to enhance or replace traditional training methods. This review aimed to contribute to a uniform taxonomy for extended reality (XR) simulation within dental education.

METHODS

This scoping review followed the PRISMA and PRISMA-ScR guidelines. PubMed/MEDLINE, EMBASE, Web of Science and Google Scholar were searched. Eligible studies included English-written publications in indexed journals related to digital simulation in dental/maxillofacial education, providing theoretical descriptions of extended reality (XR) and/or immersive training tools (ITT). The outcomes of the scoping review were used as building blocks for a uniform of XR-simulation taxonomy.

RESULTS

A total of 141 articles from 2004 to 2024 were selected and categorised into Virtual Reality (VR), Mixed Reality (MR), Augmented Reality (AR), Augmented Virtuality (AV) and Computer Simulation (CS). Stereoscopic vision, immersion, interaction, modification and haptic feedback were identified as recurring features across XR-simulation in dentistry. These features formed the basis for a general XR-simulation taxonomy.

DISCUSSION

While XR-simulation features were consistent in the literature, the variety of definitions and classifications complicated the development of a taxonomy framework. VR was frequently used as an umbrella term. To address this, operational definitions were proposed for each category within the virtuality continuum, clarifying distinctions and commonalities.

CONCLUSION

This scoping review highlights the need for a uniform taxonomy in XR simulation within dental education. Establishing a consensus on XR-related terminology and definitions facilitates future research, allowing clear evidence reporting and analysis. The proposed taxonomy may also be of use for medical education, promoting alignment and the creation of a comprehensive body of evidence in XR technologies.

Benefits and challenges of the integration of haptics-enhanced virtual reality training within dental curricula

BACKGROUND

Haptics-enhanced virtual reality (VR-haptic) simulation in dental education has evolved considerably during the past decade, representing a promising resource of simulation-based training opportunities to support conventional practice. We aim to summarize current literature on the applications of VR-haptics in learning, practicing, and teaching dental education.

METHODS

A literature search was performed using PubMed, focusing on research articles published between January 2010 and January 2024. Out of the 667 articles that matched the search terms (dentistry, education, haptic, teaching, training, virtual reality), 105 were screened, and 42 were eligible for full-text reading and utilization. Findings from an ongoing educator survey on the use of VR-haptics in dental education have also been provided.

RESULTS

VR-haptic simulation has been shown to have a supportive role in dental simulation practice. Despite training within a digital world, hand skill transfer to the real world has been demonstrated, which affords educators more flexibility in how to train their students before and during traditional preclinical and clinical practical education. The individualized VR-haptic training and feedback help students in mastering essential working techniques, while also increasing engagement and motivation.

CONCLUSIONS

VR-haptics-supported dental education can help students effectively address challenges during their preclinical and clinical training, as well as in their subsequent careers, and it may help mitigate some weaknesses of the current educational system. Validation is a key factor for the acceptance of VR-haptic simulators; thus, further research and verification are needed before VR-haptics could be considered a primary hand skill development method of learning in dental education. VR-haptic simulation may in the future be used as an assessment tool for the students' and clinicians' credentialing process.

Qatar dental student perceptions of Sirona prep-check software for learning crown preparations

BACKGROUND

Contemporary dental education requires swift assimilation of technological advancements to prepare the future generation of dentists. Integrating digital tools, such as prepCheck software in crown preparations offers a promising avenue for enhancing the learning experiences of dental students. This study aimed to evaluate the perceptions and experiences of undergraduate dental students regarding the use of PrepCheck software for learning crown preparations.

METHODS

An interventional study design was employed to investigate the perceptions of undergraduate dental students regarding the use of Sirona prepCheck software their learning experiences in the prosthodontics course at the College of Dental Medicine. were recruited using purposive sampling. Participants received training on crown preparations using standard didactic and practical teaching methods. A total of 64 dental students (Mean age 22.4 years) participated in the study. They were randomly assigned to two groups, 32 participants each. The study group utilized prepCheck software and the control group relied solely on supervisor feedback. Both groups completed their crown preparation labs concurrently, ensuring consistency in training and assessment conditions.

RESULTS

Out of a total number of 66 students enrolled on the course, 64 participated in the study giving a response rate of 96.96%. The overall mean score for all items was 1.01 (95%CI 0.77-1.25), indicating positive perceptions of the participants about prepCheck software. Analysis of variance revealed no significant variation by gender. Thematic analysis of open-ended items identified key themes related to the advantages and challenges of using prepCheck. Advantages included immediate self-evaluation, objective analysis, and feedback, while challenges included operational difficulties and cost concerns.

CONCLUSION

This study provides insights into the effectiveness of prepCheck in dental education, offering perspectives derived from both quantitative and qualitative analyses. A majority of the participants recommended that digital assessment should be integrated with conventional methods, underscoring the importance of human input through supervisor feedback. The study demonstrates the potential of prepCheck software in enhancing participants' learning experiences in crown preparation assessment. While digital tools offer advantages such as self-evaluation and objective analysis, they need to be supported with input and feedback from the supervisors.

The use of augmented reality (AR) and virtual reality (VR) in dental surgery education and practice: A narrative review

Integrating augmented reality (AR) and virtual reality (VR) into dental surgery education and practice has significantly advanced the precision and interactivity of dental training and patient care. This narrative review summarizes findings from extensive literature searches conducted in PubMed, Cochrane Library, and Embase, highlighting AR and VR technologies transformative impact and current applications. Research shows that AR improves surgical precision by offering real-time data overlays during procedures, leading to better outcomes in operations like dental implant placements. On the other hand, VR has revolutionized training environments by offering detailed, immersive simulations that significantly improve the retention of surgical skills. This was demonstrated through VR applications in orthognathic surgery in 2023. Despite their advantages, these technologies encounter adoption challenges, such as high implementation costs and the complexity of integrating advanced simulations into standard training curricula. The prospects for AR and VR in dental surgery are promising. Ongoing developments aim to enhance realism through improved haptic feedback and integrate artificial intelligence to tailor learning experiences. Continued innovation and research are crucial to overcome current limitations, expand applications, and fully realize the potential of AR and VR in improving dental education and clinical practice.

Endodontic access cavity training using artificial teeth and Simodont® dental trainer: A comparison of student performance and acceptance

INTRODUCTION

Competency in endodontic access cavity preparation requires key motor skills, good conceptual understanding, along with an appreciation of 3-dimensional pulp chamber anatomy. These are traditionally learned using natural or artificial teeth (AT) mounted within a phantom head (PH). Simodont® (Nissin Dental Products INC, JPN) is a haptic virtual reality simulator (HVRS) and offers an alternative to AT for training.

AIMS

This study aimed to (1) evaluate the evolution in the performance of learners trained to prepare access cavities incorporating Simodont (test group) against learners trained on AT mounted within PH (control group), (2) determine learner acceptability of HVRS.

METHODOLOGY

Forty dental students, with no prior endodontic training, were given instruction and video demonstration of access cavity preparation using a mandibular left 1st molar AT (LL6). Thereafter, they prepared an access cavity on PH mounted AT LL6. This provided a baseline record of performance. Participants were randomly assigned to the test or control groups. The test group (n = 22) trained using Simodont: preparing a virtual tooth LL6 for a period of 60 minutes with instructor feedback. The control group (n = 18) trained using AT LL6 on a PH for 60 minutes with instructor feedback. Subsequently, learners from both groups prepared an access cavity on an AT LL6 in a PH. This provided a re-evaluation record. Two calibrated examiners graded the teeth from the baseline and re-evaluation using rubric criteria; assigning scores with a grading range from 0 to 17. The examiners were blinded to which group the teeth belonged. Change in performance was determined by calculating the difference in assessment grade from baseline to re-evaluation. Scores which improved by 3 or more units were labelled improvers, all other scores were described as non-improvers.

RESULTS

Within the test group, the numbers of improvers were 5 (23%) versus 7 (39%) in the control group The difference failed to indicate statistical significance (p = .315). The Cohen kappa values for intra and inter-examiner agreement were 1.00 and 0.73 respectively.

CONCLUSION

The evolution of skills in learners trained using Simodont is comparable to those trained using AT. It is, therefore, reasonable to use Simodont, which was acceptable to learners, as an adjunct to AT for endodontic access cavity training.

Current applications and future perspective of virtual reality in dental education and practice in Saudi Arabia: A scoping review

Objective

This scoping review aimed to evaluate the current state of virtual reality (VR) implementation in dental education and practice in Saudi Arabia, highlighting its advantages and challenges.

Methods

A scoping review examined VR's role in regrading dental education and practice in Saudi Arabia by searching electronic databases, including PubMed, Web of Science, and Scopus, from inception to July 2024. Studies including VR applications for education, skills development, or anxiety/pain management involving Saudi dental students and practitioners were included.

Results

Eleven relevant studies were identified: 5 focused on education and 6 on clinical practice. Educational studies showed mixed effectiveness of VR versus traditional methods but positive student perceptions. Clinical application studies also had mixed results on VR's impact on anxiety and pain, though some benefits were noted. VR systems included distraction-based, simulator-based, and hybrid VR/augmented reality with artificial intelligence.

Conclusion

While the current implementation of VR in dental practice in Saudi Arabia shows promise, particularly in enhancing students' engagement and reducing patients' anxiety, more comprehensive and robust research is needed to validate its effectiveness fully. Strategic efforts should focus on expanding research, tailoring applications, and integrating VR with traditional methods to align with the healthcare objectives of Vision 2030.

The impact of virtual reality simulation on dental education: A systematic review of learning outcomes and student engagement

PURPOSE

Virtual reality (VR) simulations have been increasingly employed to train dental students prior to clinical practice. According to the literature, blended learning designs in the form of VR simulations can be utilized by both dental students and instructors to provide quality education. They can also save time and improve motor skills before students enter clinical stages. Therefore, this study was designed to review the importance of available VR simulators and their impact on student learning and outcomes.

METHOD

The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines were followed to review the literature systematically, and different databases such as PubMed, ScienceDirect, Cochrane Library, Scopus, and Google Scholar were searched (up to December 2023) for relevant articles using keywords: "virtual reality," "virtual reality simulators," "virtual reality simulation," and "dental education." The Mixed Methods Appraisal Tool was used to assess the study quality.

RESULTS

After a comprehensive literature search, 1477 research articles were identified, of which 16 were included in the present study. In terms of students' learning outcomes, engagement, and optimal approach, a significant improvement was observed compared to conventional training methods, specifically in their knowledge, performance, confidence, and psychomotor skills.

CONCLUSION

The findings suggest that VR simulators enhance the overall learning abilities of dental students and should be regarded as an integral component of the current curriculum. However, it is important to recognize that VR simulators cannot fully substitute traditional training methods; rather, they can effectively complement them.

The impact of virtual reality haptic simulators in pre-clinical restorative dentistry: a qualitative enquiry into dental students' perceptions

PURPOSE

In the realm of restorative dentistry, the integration of virtual reality haptic simulation (VRHS) for learning operative skills has garnered varied perceptions among dental students. Therefore, the aim of this study was to delve deep into undergraduates dental students' perceptions related to the impact of VRHS in pre-clinical restorative dentistry.

METHODS

A homogeneous purposive sampling method was utilized to gather data from third-year undergraduate dental students (n = 23) at the College of Dental Medicine, Qatar University, to thoroughly investigate their views on the impact of VRHS on their learning experience in preparing a standard class I cavity. An explorative qualitative method using face-to-face focus group sessions were conducted in English during 2023. Focus group sessions were recorded and transcribed using Microsoft Teams. Two authors independently read the transcripts, coded the text, and manually analyzed text using an inductive thematic approach.

RESULTS

A total of 21 (91.3%) students participated in this study. Analysis of 3 focus group interviews revealed five primary themes summarized with the term "MASTR" (M = manual dexterity, A = assessment, S = sequence, T = training, and R = realism). Based on frequency of reported themes, students perceived realism/ lifelike nature of VRHS requiring further enhancement to achieve the desired learning objective.

CONCLUSION

Although, VRHS play a crucial role in modern dental education, offering innovative solutions for training, evaluation, and feedback, the need to enhance their ability to simulate real-life dental procedures and learning environment (realism), coupled with interactive and immersive learning experiences were the most frequently raised theme by students. In terms of curriculum design and learning pedagogies, dental educators should consider the appropriate sequence when integrating VRHS within the undergraduate curricula.

Efficacy of Virtual Preparation Simulators Compared to Traditional Preparations on Phantom Heads

BACKGROUND

Virtual simulators are increasingly being introduced in dental education. This study investigates whether virtual simulators offer comparable or superior educational efficacy when compared to traditional phantom simulators.

MATERIALS AND METHODS

Participants were randomly allocated into groups: Virtual Preparation (SIM; n = 30) and Traditional Preparation (FRA; n = 30). Students were tasked with preparing tooth 36 for a full-cast crown during free practice for four days. Faculty staff provided feedback to both groups. Examinations were administered and graded by three examiners (preclinical and clinical consultants and a dental surgery consultant). Additionally, a survey was conducted to assess each training concept.

RESULTS

The FRA group achieved significantly better grades in the preparation exam evaluations by all three examiners, compared to the SIM group. Interrater reliability showed only moderate agreement, with the clinical examiner giving better grades than the other two. The questionnaire results indicate that while participants managed with the virtual system, they preferred the analog system for exams and patient preparation.

CONCLUSION

Virtual simulators do not seem to be as good when it comes to practicing for a preparation exam or clinical preparation, especially for unexperienced students. However, they still appear to be useful as an additional tool for introducing students to the topic of preparation.

The application of a virtual rubber dam isolation training system in dental preclinical education

OBJECTIVE

To assess the efficacy of a virtual rubber dam isolation training system in enhancing preclinical dental education.

METHODS

A total of 28 Grade 4 undergraduate dental students were randomly divided into two groups: a virtual simulation priority group and a conventional phantom-head priority group. The virtual simulation priority group underwent virtual simulation training initially, followed by conventional phantom-head training. Conversely, the conventional phantom-head priority group received traditional training first, subsequently followed by virtual simulation training. Pre- and post-training theoretical knowledge examination were administered, and a practical ability assessment was conducted after the second theoretical examination. A questionnaire survey was also conducted to gauge students' attitudes and satisfaction towards the training process.

RESULTS

After training, both groups exhibited significantly higher mean scores of theoretical knowledge examination compared to their baseline scores (P < 0.001). Notably, the virtual simulation priority group achieved significantly higher average scores than the conventional phantom-head priority group (P < 0.001,Cohen's d = 1.778). However, there was no significant difference in the mean time taken to complete the practical ability assessment between the two groups (P>0.05,Cohen's d = 0.19). Furthermore, the majority of students (96.4 %) strongly agreed that the virtual rubber dam isolation training enhanced their comprehension of the knowledge. 92.9 % of the students strongly agreed that the virtual training system improved their abilities of mastering the rubber dam isolation technique. Only two students (7.1 %) expressed neutrality regarding the virtual simulation effectiveness.

CONCLUSIONS

This study showed that the virtual rubber dam isolation training was useful in the preclinical skills training. The integration of virtual simulation into the curriculum, particularly when prioritized over conventional methods, has shown promising results in enhancing students' theoretical knowledge and technical skills related to rubber dam isolation.

Findings Favor Haptics Feedback in Virtual Simulation Surgical Education: An Updated Systematic and Scoping Review

BACKGROUND

Virtual simulations (VSs) enhance clinical competencies and skills. However, a previous systematic review of 9 RCT studies highlighted a paucity of literature on the effects of haptic feedback in surgical VSs. An updated systematic and scoping review was conducted to encompass more studies and a broader range of study methodologies.

METHODS

A systematic literature search was conducted on July 31, 2023, in MEDLINE, Embase, and Cochrane. English language studies comparing haptic vs non-haptic conditions and using VSs were included. Studies were evaluated and reported using PRISMA-ScR guidelines.

RESULTS

Out of 2782 initial studies, 51 were included in the review. Most studies used RCT (21) or crossover (23) methodologies with medical residents, students, and attending physicians. Most used post-intervention metrics, while some used pre- and post-intervention metrics. Overall, 34 performance results from studies favored haptics, 3 favored non-haptics, and the rest showed mixed or equal results.

CONCLUSION

This updated review highlights the diverse application of haptic technology in surgical VSs. Haptics generally enhances performance, complements traditional teaching methods, and offers personalized learning with adequate simulator validation. However, a sparsity of orienting to the simulator, pre-/post-study designs, and small sample sizes poses concerns with the validity of the results. We underscore the urgent need for standardized protocols, large-scale studies, and nuanced understanding of haptic feedback integration. We also accentuate the significance of simulator validation, personalized learning potential, and the need for researcher, educator, and manufacturer collaboration. This review is a guidepost for navigating the complexities and advancements in haptic-enhanced surgical VSs.

Evaluating the Effectiveness of a Virtual Simulation Platform for Apexification Learning

The traditional teaching methods for apexification face difficulties in meeting dental students' practical training needs. Herein, we aimed to find optimal techniques of learning apexification and to evaluate whether a virtual simulation platform for apexification learning was effective. A virtual simulation learning platform for apexification was developed. Ninety-nine 4th-year dentistry students were classified randomly into the control group (Con, receiving conventional teaching) and the experimental group (Exp, receiving virtual simulation teaching). Theoretical tests before (test 1) and after the virtual simulation training (test 2) assessed the effect of learning. In the Exp group, a questionnaire was used to assess student understanding of the virtual simulation platform. In the Exp group, the test-2 scores were significantly better compared those in the Con group (p < 0.001). Furthermore, in the Exp group, the test-2 scores exceeded those of test 1 (p < 0.001). Feedback using the questionnaire covered the evaluation of the Exp group for the virtual reality platform and offered useful suggestions. Applying the virtual simulation learning platform had positive effects on improving learning quality related to apexification.

Enhancing learning experiences in pre-clinical restorative dentistry: the impact of virtual reality haptic simulators

BACKGROUND

Utilization of Virtual Reality haptic simulation (VRHS) to aid in the training of various pre-clinical skills is of recent interest. The aim of this study was to evaluate the impact of VRHS in restorative dentistry on the learning experiences and perceptions of dental students.

METHODS

An interventional study design was utilized to recruit third year students. All participants provided informed consents and were randomly divided into two groups. Group 1: Initially performed a Class I cavity preparation with the VRHS, followed by the same exercise using the phantom head/ acrylic typodont teeth in a conventional simulation environment (CSE). Group 2: Initially performed Class I preparations in a CSE, followed by the same exercise using VRHS. Both groups performed the exercises on a lower right first molar. To understand students' perception, an online questionnaire was circulated. Data analysis involved Chi-square tests, independent t-tests and Mann-Whitney U-tests using the R statistical environment package.

RESULTS

A total of 23 dental students participated in this study. Although student's perceptions were similar in both groups, a strong agreement that VRHS training might be used to supplement standard pre-clinical training was noted. Advancements to the VRHS hardware and software are required to bridge the gap and provide a smooth transition to clinics.

CONCLUSION

Novice dental students generally perceived VRHS as a useful tool for enhancing their manual dexterity. Dental institutions should endorse virtual reality technology with caution, ensuring a planned integration into the curriculum to optimize benefit. Feedback is pivotal to effective learning in simulation-based education, and the triangulation of feedback could serve as a powerful aid to maximize the learning experience.