Virtual versus jaw simulation in inlay preparation preclinical teaching: a randomised controlled trial

Abstract

Background To investigate the effect of virtual simulation systems on the teaching of inlay experiments and to guide the experimental teaching of tooth preparation. Methods Participants in their second semester of the junior year were selected to carry out the unified teaching and evaluation of dental preparation theory. The age varied from 18 to 22 years (19.96 ± 0.70) and the participants were randomly divided into four groups (n = 19) with a similar male-to-female ratio following CONSORT guidelines, including a jaw simulation model training group (Group J), a virtual simulation system training group (Group V), a jaw model training first followed by a virtual system training group (Group J-V), and a virtual system followed by a jaw model training group (Group V-J). The inlay tooth preparation assessment was performed on the extracted teeth. The data were analysed according to the assessment scores by a senior clinician. The subjective feelings of the students towards the system were evaluated using questionnaires. Results The second theoretical scores of Group V-J (63.5 ± 2.89) and Group J-V (60.5 ± 3.25) were higher than those of Group V (57.5 ± 3.13) and Group J (58.0 ± 3.67). The experimental scores of Groups J-V and V-J (62.79 ± 2.84; 64.00 ± 2.85) were higher than those of Groups V and J (56.05 ± 3.39; 55.74 ± 2.53). The questionnaire survey illustrated that most students preferred the digital virtual simulation system (perfect assessment: 91.3%, accuracy: 82.6%, satisfaction: 52.2%). Conclusion Virtual simulation training can facilitate the teaching effect of tooth preparation in inlay experiments, and the teaching mode of Group V-J was the best. Therefore, this teaching mode is to be popularised.

Mirror training device improves dental students’ performance on virtual simulation dental training system

“…In order to perform dental procedures, a dentist must be able to work with precision on an extremely small scale. This requires exceptional hand–eye coordination to ensure the safety of patients and proficiency in many different instruments [ 5 , 6 ].…”

“…At present, most dental schools in China adopt a three-stage dental education system of “basic course-preclinical course-clinical practice” to educate dentists [ 7 , 8 ]. Hand skill course is a required course in dental students’ basic curriculum [ 5 , 9 , 10 ]. It offers students a systematic training approach for hand skills [ 11 – 13 ].…”