The application of a virtual rubber dam isolation training system in dental preclinical education

Abstract

Objective: To assess the efficacy of a virtual rubber dam isolation training system in enhancing preclinical dental education. Methods: A total of 28 Grade 4 undergraduate dental students were randomly divided into two groups: a virtual simulation priority group and a conventional phantom-head priority group. The virtual simulation priority group underwent virtual simulation training initially, followed by conventional phantom-head training. Conversely, the conventional phantom-head priority group received traditional training first, subsequently followed by virtual simulation training. Pre- and post-training theoretical knowledge examination were administered, and a practical ability assessment was conducted after the second theoretical examination. A questionnaire survey was also conducted to gauge students’ attitudes and satisfaction towards the training process. Results: After training, both groups exhibited significantly higher mean scores of theoretical knowledge examination compared to their baseline scores (P 0.05,Cohen's d = 0.19). Furthermore, the majority of students (96.4 %) strongly agreed that the virtual rubber dam isolation training enhanced their comprehension of the knowledge. 92.9 % of the students strongly agreed that the virtual training system improved their abilities of mastering the rubber dam isolation technique. Only two students (7.1 %) expressed neutrality regarding the virtual simulation effectiveness. Conclusions: This study showed that the virtual rubber dam isolation training was useful in the preclinical skills training. The integration of virtual simulation into the curriculum, particularly when prioritized over conventional methods, has shown promising results in enhancing students' theoretical knowledge and technical skills related to rubber dam isolation.

Keywords

• Dental education
• Rubber dam isolation technique
• Simulation
• Virtual reality