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A Comparative Study of Virtual Reality and Traditional Methods for Surgical Instrument Training
Ruza Bjelovucic1, Bruna Neves de Freitas1,2, Sven Erik Nørholt1,3
1Department of Dentistry and Oral Health, Aarhus University, Aarhus, Denmark.
Purpose/Objectives:
This study aimed to evaluate the effectiveness of virtual reality (VR) training compared to traditional physical model training in improving dental students' ability to recognize oral surgical instruments.
Methods:
In 2024, 39 seventh-semester dental students were randomly assigned to a VR group (n = 19) or a non-VR group (n = 20). All participants first attended a seminar on surgical instruments. The VR group trained in a custom-developed interactive scenario using the VR headset, while the non-VR group used physical instruments. Pre- and post-tests assessed instrument recognition, and students rated their confidence using a visual analog scale. Questionnaire feedback on the VR experience was also collected.
Results:
Both groups showed significant improvements from pre- to post-test (p = 0.001 for VR; p < 0.0001 for non-VR). The non-VR group outperformed the VR group in the post-test (median = 8.0 vs. 5.0; p = 0.003) and reported higher confidence levels (mean = 3.85 vs. 3.41; p = 0.004). The VR group showed better recognition of select instruments (Elevator, Langenbeck, Blade Shaft) and reported high levels of satisfaction with the training environment. A significant correlation was observed between video game experience and VR familiarity (R = -0.422, p < 0.001).
Conclusion:
VR-based training enhances student engagement and confidence but was less effective than traditional methods in overall instrument recognition. These findings support using VR as a complementary tool in dental education, particularly in early-stage surgical training.
