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.