Virtual dental teaching and its effect on test success – A cross‐over study. Issue 5 (4th December 2021) - Liebermann, Anja
Abstract: Objectives: The aim of this cross‐over investigation was to analyze the effect of virtual teaching using virtual reality (VR) within a dental learning environment by preclinical students with or without dental professional experience on test performance. Methods: Preclinical students ( N = 82) were randomly divided into two groups for cross‐over testing of tooth morphology knowledge: (a) anterior VR‐group (group 1) using the VR‐glasses as an additional learning tool for the anterior tooth morphologies and (b) posterior VR‐group (group 2) using it for the posterior tooth morphologies also in addition to conventional learning. All students used the VR‐glasses for 1 week independent of time and location depending on group. The students had to recognize teeth (anterior or posterior within two separate tests after three [anterior test] and 6 weeks [posterior test] of practical course) and note the tooth number and characteristics in written form. Former dental experience (dental technician/assistance) was noted. Test results were analyzed to quantify the effect of virtual teaching on test scores. Data were analyzed with the Kolmogorov–Smirnov and Mann–Whitney U test ( p = 0.05). Results: By differentiating the two student groups (use of VR glasses for anterior/posterior teeth) within the dental experience group, significantly better test results ( p = 0.040) were shown for group 1 in the total posterior teeth test score. Furthermore, no other significant differences, but a possible tendency, in the test results and thus no effect of the use of the VR glasses on both VR groups could be analyzed ( p ≥ 0.051). Conclusions: Using the VR tooth learning environment predominantly did not lead to a significant improvement of test results. Anterior teeth test scores predominantly showed significantly better results than posterior teeth test scores.