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Virtual Simulation Versus Traditional Training for Orthodontic Bracket Positioning: A Pilot RCT
Danlin Lai1, Baoliang Lai2, Liang Xu1
1Department of Stomatology, The First Affiliated Hospital, Fujian Medical University, Fuzhou, China; Department of Stomatology, National Regional Medical Center, Binhai Campus of the First Affiliated Hospital, Fujian Medical University, Fuzhou, China.
Objective:
The successful completion of orthodontic treatment largely depends on the accuracy of bracket placement. This study aimed to compare the impact of virtual simulation and traditional training on bonding, while also exploring student feedback regarding their learning journey.
Methods:
Twenty dental interns with no experience in orthodontics were randomly assigned either to a traditional training group (Group A) or a virtual simulation training group (Group B). Following their respective trainings, students placed orthodontic brackets on head-simulator models. Three-dimensional bracket deviations (mesiodistal, vertical, and buccolingual) from an ideal reference were quantified using the Geomagic Studio software. Participants' motivation and satisfaction were also assessed with the ARCS (Attention, Relevance, Confidence, Satisfaction) motivation and learning experience satisfaction questionnaires. Due to the non-normal distribution of the data, the Mann-Whitney U test was used to compare differences between two groups.
Results:
The virtual simulation group had less deviation in bracket positioning in the mesiodistal and buccolingual directions than the traditional training group (P < .05). There was no statistically significant difference in the vertical directions (P > .05). Furthermore, the virtual simulation group scored higher in all questionnaire domains, although most of the differences were not statistically significant.
Conclusion:
Within the limitations of this pilot study, differences in selected aspects of the accuracy of bracket positioning were found to be associated with virtual simulation training. The findings suggest that virtual simulation provides learning outcomes comparable to those of traditional training without compromising technical accuracy from an educational perspective. Adoption of this technology is a great addition to modern dental educational curricula. However, more research with larger sample sizes is necessary. With the pilot nature of the study and limited statistical power, the results must be treated with caution.
