Immersive learning in dentistry — evaluating dental students’ perceptions of virtual reality for crown preparation skill development: a multi-institution study

Abstract

Objectives: To explore and compare student perceptions of virtual reality dental simulation (VRDS) with haptic feedback in preclinical prosthodontics at two dental institutions. Methods: A cross-sectional exploratory study investigated the impact of VRDS for crown preparations in two dental schools. Purposive sampling targeted third-year undergraduate dental students; 181 were included in analysis. All students performed crown preparation exercises on the mandibular first molar on both the VRDS and acrylic teeth on dental mannequins. A pre-piloted questionnaire was used to evaluate the participants’ perceptions and experiences. Results: Participants’ mean score was (0.448 ± 0.086). Analysis of variance confirmed significant differences in participants’ scores by location (p<0.001). The key benefits of the VRDS included the convenience of repeating exercises, haptic feedback, cost-effectiveness, and improved confidence. Main limitations were related to handling of virtual reality equipment and less realistic experience than when working with natural teeth. Conclusions: This study provides useful insights into the learning experiences of undergraduate students regarding crown preparation using a VRDS. These findings support the use of the VRDS to introduce tooth preparation skills in a risk-free environment.