Comparison of the Effects of Virtual Reality and Traditional Jaw Model in Undergraduate Periodontal Teaching.

Abstract

Background: This study aims to investigate the impact of virtual reality (VR) simulation training and jawbone models on dental students' proficiency in periodontal skills.

Methods: The 90 dental undergraduates were randomly divided into the VR teaching group (VR group), the traditional jaw model teaching group (model group), and the combined group that received both VR teaching and model teaching. All the students in these groups learned scaling and root planing (SRP) techniques taught in class. The students would be tested by a final operation examination, invited to fill out a teaching survey questionnaire after the examination, and voted on which examination items were helpful for learning through different teaching methods.

Results: The combined group achieved the highest total scores and the force mode, direction, and motion amplitude scores (p <  0.05). The model group performed better than the VR group in terms of fulcrum scores but showed contrasting results in instrument angle scores (p < 0.05). In terms of the questionnaire scores, the VR group scored higher than the model group in fully grasping course knowledge while showing contrasting results in terms of integration with practice (p < 0.05). The votes revealed that students in the VR group mostly preferred "instrument angle," while those in the model group favored "instrument grip and fulcrum," and the combination group showed a preference for both "instrument angle" and "force mode, direction, and motion amplitude."

Conclusions: VR teaching and traditional model teaching have their own advantages in SRP. It is suggested that dental SRP teaching should adopt a combination of VR and the traditional model.