Benefits of using virtual reality in cariology teaching | BMC Medical Education

Out of the 76 questionnaires administered, a total of 67 valid returns were included in the analysis, with a response rate for the entire questionnaire questions 88.16%. Of those 67 returned questionnaires, 31 were collected from the VR-Start group; 36 were collected from the Natural Tooth-Start group. Students, not confining to VR training group or conventional training group, majority of them expressed strongly agreement or agreement that the VR haptic enhanced simulator would enhance their perceived learning outcome (i.e. clinical skills), in terms of caries detection, caries excavation and eye-hand coordination (Table 1).

Majority of students strongly agreed and agreed that VR haptic enhanced simulator would enhance their perceived learning outcome (i.e. clinical skills), in terms of caries detection, caries excavation and eye-hand coordination, there were no significant evidence to suggest an association between the perceived enhancement of clinical skills to the way of learning. There was no association found between the enhancement of clinical skills in terms of caries detection, caries excavation and eye-hand coordination and the way of learning Χ2(2) = 1.512, p = 0.469, Χ2(2) = 0.381, p = 0.827 and Χ2(2) = 0.995, p = 0.802 respectively.

In terms of the perceived self-efficacy (boost in confidence), students, not confining to VR training group or conventional training group, they were in strongly agreement and agreement that the haptic enhanced simulator would boost their perceived self-efficacy, in terms of caries detection, preservation of natural tooth substrate and eye-hand coordination (Table 2).

The results showed that there was no association between the boost of perceived self-efficacy (confidence) and the way of their learning in terms of caries detection, preservation of natural tooth substrate and eye-hand coordination Χ2(2) = 2.231, p = 0.328, Χ2(2) = 0865, p = 0.834 and Χ2(2) = 1.284, p = 0.733 respectively. With regards to students’ perception on having better patient care in the future, 84.6% of them strongly agreed or agreed the VR simulator would help them providing better care for their patients in the future. Their perception of providing better care for their patients was independent of their learning method for caries removal Χ2(2) = 2.132, p = 0.344.

Nearly 90% of students expressed that they strongly agreed (16.4%) and agreed (73.13%) the haptic feedback at the simulator facilitated them for the dental procedure. Nevertheless, we found the learning method, whether learnt from a VR simulator or by natural tooth, was independent of students’ perception on the haptic feedback facilitating their learning on dental procedure Χ2(2) = 0.303, p = 0.860.We had provided four options: (1) Natural carious tooth, (2) Virtual Reality, (3) YouTube video and (4) Assisting senior students at the clinic; for students to indicate and rank their views on the effectiveness of training their clinical skills for caries removal, with the indication of 1: most effective; 4: least effective. A total of 58 (out of 67) valid answers of this survey questions; out of these 58 valid questionnaires, 57 had indicated that they rated natural carious tooth as the most effective training tool compared with only 1 rated virtual reality simulator as most effective. In Natural Tooth-Start group; all the students rated natural tooth as the most effective learning tool for training clinical skills in caries removal. Interestingly, students rated virtual reality effectiveness (rated 2 and 3) extended 27 and 23 counts respectively. Thirty-five (out of 57) students rated assisting senior students at clinic as the least effective (rated 4).

More than half of students (58.2%) had expressed that practicing through virtual reality haptic enhanced simulator prior to working on natural tooth would maximize their learning experience. While 41.8% students commented that working on natural tooth then proceeded to virtual reality haptic enhanced simulator would maximize their learning experience. Interesting, within the group students preferred practicing through virtual reality simulator prior to working on natural tooth, 46.2% were from the VR-Start group. In other words, 53.8% of students expressed preferring VR simulator training prior to natural tooth practice for maximizing their learning experience were from the Natural Tooth-Start group. Also, they clearly stated that virtual reality allowed them to practice more and improve their self-confidence level as well as eye-hand coordination.

The student responses to the questionnaire’s open ended-questions showed that most of the students enjoyed the virtual reality training environment. The majority of comments were positive; e.g. “The learning experience is interesting and unique; fun which makes learning very engaging with the use of technology.”; “I think it gives junior students some practical and basic idea before practical courses, which is good.”; “More practicing and can work without pressure on Simodont for better learning experience.”; “Help to learn more about carious teeth”.