A Comparative Study of Virtual Reality and Traditional Methods for Surgical Instrument Training

Ruza Bjelovucic, Bruna Neves de Freitas, Sven Erik Nørholt, Pankaj Taneja, Jan Wolff, Ruben Pauwels

Abstract: 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.

External IDs:doi:10.1002/jdd.70088