Effectiveness of virtual reality interactive simulation practice in prosthodontic education: A systematic review and meta-analysis

Hang-Nga Mai; Hien Chi Ngo; Seok-Hwan Cho; Chau Pham Duong; Hai Yen Mai; Du-Hyeong Lee

doi:10.1111/eje.12997

Effectiveness of virtual reality interactive simulation practice in prosthodontic education: A systematic review and meta-analysis

Eur J Dent Educ. 2024 Mar 4. doi: 10.1111/eje.12997. Online ahead of print.

Authors

Hang-Nga Mai^{1

2}, Hien Chi Ngo³, Seok-Hwan Cho⁴, Chau Pham Duong², Hai Yen Mai⁵, Du-Hyeong Lee^{1

6}

Affiliations

¹ Institute for Translational Research in Dentistry, School of Dentistry, Kyungpook National University, Daegu, Republic of Korea.
² Dental School of Hanoi University of Business and Technology, Hanoi, Vietnam.
³ UWA Dental School, University of Western Australia, Perth, Western Australia, Australia.
⁴ Department of Prosthodontics, University of Iowa College of Dentistry and Dental Clinics, Iowa City, Iowa, USA.
⁵ School of Dentistry, Hanoi Medical University, Hanoi, Vietnam.
⁶ Department of Prosthodontics, School of Dentistry, Kyungpook National University, Daegu, Republic of Korea.

PMID: 38433575
DOI: 10.1111/eje.12997

Abstract

Introduction: Virtual reality-based interactive simulation (VRIS) provides a safe and controlled environment for dental students and professionals to develop skills and knowledge. This study aimed to investigate the effectiveness of using the VRIS for prosthodontic practice and to explore the trends, application areas, and users' attitudes towards VRIS.

Materials and methods: This review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for searching studies published until 21 March 2023 that reported quantitative or qualitative learning outcomes related to the use of VRIS for dental prosthodontic practice and clinical training. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument (MERSQI) and Newcastle-Ottawa Scale-Education (NOS-E) tools. A random-effects meta-analysis was conducted to compare the intervention group (utilizing VRIS) and the control group (employing conventional prosthodontic training methods) based on performance skill scores and task completion time, with a significance level set at <.05.

Results: The meta-analysis revealed that the utilization of VRIS generally improves students' performance scores (SMD = 1.04; 95% CI, -0.35 to 2.44; I² > 50%; p = .13) and reduces task completion time (SMD = -0.03; 95% CI, 1.39-7.72; I² > 50%; p = .93). Notably, using VRIS significantly enhanced the performance scores in implant surgery practice (SMD = 0.26; 95% CI, 0.09-0.42; p < .05). Additionally, the VRIS method significantly reduced task completion time in the cavity restorative preparation task (SMD = -1.19; 95% CI, -1.85 to -0.53; p < .05).

Conclusion: Engaging in practice with VRIS has the potential to enhance learning proficiency in prosthodontic education. The advantages associated with VRIS encompass the provision of immediate feedback, decreased task completion time, heightened confidence and motivation, accelerated skill acquisition, improved performance scores, and increased learning engagement.

Keywords: dental practice; interactive simulation; meta-analysis; prosthodontic education; systematic review; virtual reality.

Grants and funding

202011A02/Korea Medical Device Development Fund