Abstract
One of the current trends in dental education is to empower dental students on a global platform using advanced technology. Haptic virtual reality simulation (HVRS) is a relatively new technology in the field of teaching and learning operative dentistry. This study aims to assess the impact of haptic virtual reality simulation (HVRS) on dental students’ psychomotor skills acquisition in preclinical operative dentistry. Class I cavity preparations (CP) were performed at baseline by 21 novice dental students on plastic teeth. Duration of CP was recorded and cavity features were evaluated and scored. Then, students were exposed to HVRS training on CP. Another Class I CP was performed by each student on plastic teeth after HVRS training, then evaluated, and the duration was recorded. There was a statistically significant decrease in CP performance time after HVRS training (p < 0.001) and an increase in the mean total marks of CP after HVRS training (p < 0.001). The change in the students’ performance in the CP displayed a statistically significant improvement after HVRS training in smoothness of the pulpal floor (p = 0.047), pulpal floor direction (p = 0.029), buccal, lingual, and mesial wall direction (p = 0.004, p = 0.025, p = 0.002), mesial and distal wall smoothness (p = 0.01, p = 0.001), internal line angle (p = 0.024), and internal point angle (p = 0.029). Overall improved performance in psychomotor skills was found after HVRS training. It could be beneficial to incorporate HVRS training early in pre-clinical operative dentistry courses as an adjunct to conventional phantom head training.
Highlights
Dental students’ acquisition of psychomotor skills is the core feature and main competency of preclinical operative dentistry and the area where the majority of preclinical teaching time is devoted
It was reported that haptic virtual reality simulators could be an efficient educational tool, as it provides sensory feedback of preparation in enamel and dentine, enabling the students for unlimited practice and repeated attempts to achieve the psychomotor skills without increasing staff demands [12,13,15,19]
This is consistent with the study by Murbay et al who found that the students’ group exposed to haptic virtual reality simulation (HVRS) training on Simodont performed significantly better in SISTA 1.2 cavity preparation compared to the students’ group not exposed to HVRS training [18]
Summary
Dental students’ acquisition of psychomotor skills is the core feature and main competency of preclinical operative dentistry and the area where the majority of preclinical teaching time is devoted. Dental curricula allocate more time for practicing and enhancing psychomotor skills rather than didactic or theoretical teaching [1]. The most widespread approach in teaching psychomotor skills is the traditional approach lecture/demonstration method. In these traditional methods, the teaching content is delivered as a package of information; the teacher tells the students and shows them how to do the task. Clinically unacceptable errors may be encountered more frequently after they are made especially during the initial stage of psychomotor skills acquisition. The student relies on instructor feedback and availability, and may not readily develop skills of self-assessment and critical thinking [2]
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