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Virtual Learning Environments for Teaching Tooth Morphology to Dental Students: A Systematic Review of Learning
Akash Patel1, Shilpa Bhandi1, Frank W Licari1
1College of Dental Medicine, Roseman University of Health Sciences, South Jordan, Utah, USA.
Objective:
To evaluate the learning outcomes and student perceptions associated with Virtual Learning Environments (VLEs) for teaching tooth morphology to dental students, compared with conventional methods.
Materials And Methods:
PubMed, Scopus and Web of Science databases were searched to identify studies that (1) employed augmented or virtual reality for dental morphology education, (2) had a control group using conventional teaching methods and (3) reported quantitative data on student performance or qualitative data on student perceptions. Quality assessment was done using the Mixed Methods Appraisal Tool.
Results:
Out of 874 studies, seven studies were selected. Most studies reported favourable learning outcomes or positive student perceptions, but only two evaluated objective test performance, and one of these found no significant advantage over conventional teaching. Students using an augmented reality tooth-carving tool reported higher satisfaction with the learning experience than those using plastic models. Student perceptions varied by technology. Virtual reality applications were generally received favourably. Augmented reality tools attracted mixed feedback owing to usability and technical limitations.
Conclusion:
Based on limited low-quality evidence, Virtual Learning Environments, including AR and VR, show promise as tools for teaching dental morphology. Augmented reality applications were associated with favourable knowledge and skill outcomes in individual studies, while virtual reality studies more often reported positive perceptions than measurable gains in test performance. Larger, adequately controlled studies using validated outcome measures are required before firm recommendations can be made.
Prospero Registration:
The present systematic review has been registered with the International Prospective Register of Systematic Reviews (PROSPERO registration number CRD42024520759).