# Shaping the Future of Dentistry: How Digital VR-Haptic Thinkers Are Revolutionizing Education by Thinking Big for Better Future in Oral Care

Reinhard Chun Wang Chau, Manchorova Neshka, Mihaela Pantea, Sarah Rampf, Mikko Liukkonen, David R Rice, David Morton, Octave Nadile

Bandiaky, Masako Nagasawa, Kinga Bágyi, et al.

<figure><img src="image_1.png" /></figure>

## ► To cite this version:

Reinhard Chun Wang Chau, Manchorova Neshka, Mihaela Pantea, Sarah Rampf, Mikko Liukkonen, et al. Shaping the Future of Dentistry: How Digital VR-Haptic Thinkers Are Revolutionizing Education by Thinking Big for Better Future in Oral Care. European Journal of Dentistry, 2025, 10.1055/s-0045-1810611. hal-05216262

HAL Id: hal-05216262

https://hal.science/hal-05216262v1

Submitted on 20 Aug 2025

HAL is a multi-disciplinary open access
archive for the deposit and dissemination of sci-
entific research documents, whether they are pub-
lished or not. The documents may come from
teaching and research institutions in France or
abroad, or from public or private research centers.

L'archive ouverte pluridisciplinaire HAL, est
destinée au dépôt et à la diffusion de documents
scientifiques de niveau recherche, publiés ou non,
émanant des établissements d'enseignement et de
recherche français ou étrangers, des laboratoires
publics ou privés.

<figure><img src="image_2.png" /></figure>
# Shaping the Future of Dentistry: How Digital VR-Haptic Thinkers Are Revolutionizing Education by Thinking Big for Better Future in Oral Care

Reinhard Chun Wang Chau<fnref n="1" /> Manchorova Neshka<fnref n="2" /> Mihaela Pantea<fnref n="3" /> Sarah Rampf<fnref n="4" />

Mikko Liukkonen<fnref n="5" /> David R. Rice<fnref n="6" /> David Morton<fnref n="7" /> Octave Nadile Bandiaky<fnref n="8" /> Masako Nagasawa<fnref n="9" />

Kinga Bágyi<fnref n="10" /> Barry F. Quinn<fnref n="11" /> Esther Carramolino-Cuéllar<fnref n="12" /> Sónnica Galán-Gil<fnref n="12" /> Nicla Flacco<fnref n="12" />

Damiano Pasqualini<fnref n="13" /> Muhammad A. Shazib<fnref n="14" /> Simona-Georgiana Schick<fnref n="4" />

Bekhzod Yarmukhamedov<fnref n="15" /> Kristin Ackerman<fnref n="14" /> Santiago Arias-Herrera<fnref n="12" /> Ulla-E Palotie<fnref n="6" />

Ahmed Adam Kada<fnref n="16" /> Nawal Bouyahyaoui<fnref n="16" /> Edgar Quenta-Silva<fnref n="17" /> Gitana Rederiene<fnref n="18" />

Nisrine El Arrouf<fnref n="16" /> María P. Rodríguez-Hopp<fnref n="19" /> Anna L. Suominen<fnref n="20" /> Hannelie Edgar<fnref n="21" /> Nicola Shanks<fnref n="21" />

Amanda Jackson<fnref n="21" /> Brid Hendron<fnref n="21" /> Sila Nur Usta<fnref n="22" /> Peter Lingström<fnref n="23" /> Ulf Örtengren<fnref n="23" />

Margrit Maggio<fnref n="14" /> Niku Sondagar<fnref n="24" /> Maxstein M. Abuzaid<fnref n="1" /> Małgorzata Ponto-Wolska<fnref n="25" />

Walter Yu Hang Lam<fnref n="1" /> Piotr A. Regulski<fnref n="25" /> Outi Huhtela<fnref n="26" /> Łukasz Zadrożny<fnref n="25" /> Mengwei Pang<fnref n="26" />

Suzie Bergman<fnref n="27" /> Szabolcs Felszeghy<fnref n="28" /> Sompop Bencharit<fnref n="14" /> Maria F. Sittoni-Pino<fnref n="12" />

**Address for correspondence** Szabolcs Felszeghy, DDS, PhD
(Dr. Habil), Institute of Dentistry, School of Medicine, University of Eastern Finland, Yliopistonrinne 3, 70210 Kuopio, Finland
(e-mail: szabolcs.felszeghy@uef.fi).

Eur J Dent

DOI https://doi.org/
10.1055/s-0045-1810611.
ISSN 1305-7456.

© 2025. The Author(s).
This is an open access article published by Thieme under the terms of the
Creative Commons Attribution License, permitting unrestricted use,
distribution, and reproduction so long as the original work is properly cited.
(https://creativecommons.org/licenses/by/4.0/)
Thieme Medical and Scientific Publishers Pvt. Ltd., A-12, 2nd Floor,
Sector 2, Noida-201301 UP, India

<footnote n="1">¹Division of Restorative Dental Sciences, Faculty of Dentistry, The University of Hong Kong, Hong Kong, Hong Kong</footnote>

<footnote n="2">²Department of Operative Dentistry and Endodontics, Faculty of Dental Medicine, Medical University of Plovdiv, Plovdiv, Bulgaria</footnote>

<footnote n="3">³Department of Fixed Prosthodontics and Occlusology, Faculty of Dentistry, “Carol Davila” University of Medicine and Pharmacy, Bucharest, Romania</footnote>

<footnote n="4">⁴Department of Conservative Dentistry, Clinic for Oral, Dental and Maxillofacial Diseases, Heidelberg Medical Faculty, Heidelberg University, Heidelberg, Germany</footnote>

<footnote n="5">⁵Division of Ophthalmology, Institute of Clinical Medicine, School of Medicine, University of Eastern Finland, Kuopio, Finland</footnote>

<footnote n="6">⁶Department of Oral and Maxillofacial Diseases, Faculty of Medicine, University of Helsinki, Helsinki, Finland</footnote>

<footnote n="7">⁷Department of Neurobiology, School of Medicine, University of Utah, Salt Lake City, Utah, United States</footnote>

<footnote n="8">⁸Division of Regenerative Medicine and Skeleton, Faculty of Dentistry, University of Nantes, Nantes, France</footnote>

<footnote n="9">⁹Division of Bio-Prosthodontics, Faculty of Dentistry and Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan</footnote>

<footnote n="10">¹⁰Department of Operative Dentistry and Endodontics, Faculty of Dentistry, University of Debrecen, Debrecen, Hungary</footnote>

<footnote n="11">¹¹Department of Restorative Dentistry, School of Dentistry, Faculty of Health and Life Sciences, Institute of Life Course and Medical Sciences, University of Liverpool, Liverpool, United Kingdom</footnote>

<footnote n="12">¹²Department of Odontology, Faculty of Health Sciences, Universidad Europea de Valencia, Valencia, Spain</footnote>

<footnote n="13">¹³Department of Surgical Sciences, Dental School, University of Turin, Turin, Italy</footnote>

<footnote n="14">¹⁴Department of Dental Medicine, Workman School of Dental Medicine, High Point University, High Point, North Carolina, United States</footnote>

<footnote n="15">¹⁵Tashkent State Dental Institute, Tashkent, Uzbekistan</footnote>

<footnote n="16">¹⁶Dental Medicine Faculty, Mohammed V. University in Rabat, Rabat, Morocco</footnote>

<footnote n="17">¹⁷Stomatology Simulation Center, Facultad de Estomatología, Universidad Peruana Cayetano, Heredia, Lima, Peru</footnote>

<footnote n="18">¹⁸European Dental Hygienists Federation, Utrecht, Netherlands</footnote>

<footnote n="19">¹⁹Facultad de Salud y Odontología, Universidad Diego Portales, Santiago, Chile</footnote>

<footnote n="20">²⁰Oral Health Teaching Unit, Kuopio University Hospital, Kuopio, Finland</footnote>

<footnote n="21">²¹Northern Ireland Medical and Dental Training Agency (NIMDTA), Belfast, Northern Ireland, United Kingdom</footnote>

<footnote n="22">²²Department of Restorative Dentistry & Endodontics, Gulhane Faculty of Dentistry, University of Health Sciences Ankara, Ankara, Türkiye</footnote>

<footnote n="23">²³Department of Cariology, Institute of Odontology, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden</footnote>

<footnote n="24">²⁴Note Dr Ltd, Covent Garden, London, United Kingdom</footnote>

<footnote n="25">²⁵Department of Propaedeutics and Dental Prophylaxis, Faculty of Medicine and Dentistry, Warsaw Medical University, Warsaw, Poland</footnote>

<footnote n="26">²⁶Department of Prosthodontics, School of Stomatology, Chongqing Medical University, Chongqing, China</footnote>

<footnote n="27">²⁷Department of Neurosurgery, Oregon Health and Science University, Multnomah County, Oregon, United States</footnote>

<footnote n="28">²⁸Institute of Dentistry, School of Medicine, University of Eastern Finland, Kuopio, Finland</footnote>
**Abstract**

Integrating digital, virtual reality (VR), and haptic technologies into dental education transforms training by fostering immersive, student-centered environments. These tools bridge theoretical knowledge and clinical practice, enhancing psychomotor skills, reducing anxiety, and enabling standardized assessments in risk-free settings. The Digital, VR, and Haptic Thinkers Network drives global collaboration and innovation. Drawing on insights from a 2025 conference at Queen Mary University of London, this commentary explores advancements, challenges, and future directions for VR-haptic integration in dental curricula. Results from global implementations, including improved manual dexterity and procedural precision, as well as enhanced pulpotomy performance, demonstrate a significant educational benefit. In clinical dentistry, VR-haptic simulators enhance patient outcomes by facilitating precise skill development for procedures in restorative dentistry and endodontics, thereby reducing errors in real-world practice. Combining these technologies with traditional methods is proposed to prepare competent, confident dental professionals while addressing educational disparities. Rigorous validation, strategic curriculum integration, and interdisciplinary collaboration are recommended to maximize impact.

**Keywords**

- dental education

- virtual reality

- haptic technologies

- digital

- artificial intelligence

- psychomotor skills

- curriculum integration

**Introduction**

Dental education faces persistent challenges: limited clinical training opportunities, student anxiety, and inconsistent skill assessments.¹ These issues are particularly pressing in Europe and North America, where the rising demand for dental care is projected to increase due to aging populations and heightened oral health awareness. This strain on dental health care and educational systems calls for stronger primary oral health care and innovation in dental education.²,³ Globally, disparities in access to training exacerbate inequities in oral health care delivery, particularly in underserved regions.

Digital, virtual reality (VR), and haptic technologies offer transformative solutions by providing immersive, tactile learning environments that replicate real-world procedures without exposing patients to risk.⁴ These tools enhance precision, confidence, ergonomic awareness, and long-term knowledge retention, addressing gaps in traditional training.⁵ VR and haptic systems are now widely adopted across several medical disciplines, including surgery,⁶ dentistry,⁵ anesthesiology,⁷ gynecology,⁸ orthopedics,⁹ and rehabilitation.¹⁰ In surgery and dentistry, for example, haptic simulators support the development of essential manual skills, while in rehabilitation, they aid sensorimotor recovery. These technologies provide learners with the opportunity to practice procedures in safe, controlled environments, where tactile feedback enhances the realism and effectiveness of skill acquisition. Recent research highlights the significant potential of VR-haptics to complement traditional training methods, offering individualized feedback and boosting learner engagement. However, ongoing validation and research are needed to fully establish these tools as primary training modalities in dental and medical education.

The global relevance of this topic is underscored by the Digital, VR, and Haptic Thinkers Consortium, established in

2023, which unites educators, researchers, and industry leaders to advance these technologies. Insights from its 2025 conference at Queen Mary University of London (QMUL) highlight the potential of this approach to reshape dental education. This commentary explores how VR-haptic technologies can address educational challenges, offering a perspective informed by global research and practical implementations. By integrating these tools, dental education can prepare professionals to meet the demands of modern health care while promoting equitable access to training. As technology advances, VR and haptics are poised to play an increasingly central role in both learning and assessment in dental education.

# VR-Haptic Technologies in Dental Education

## Current Advancements

### Immersive Skill Development

VR-haptic simulators, such as the Simodont Dental Trainer and SIMtoCARE, deliver realistic tactile feedback, enabling students to refine their psychomotor skills in controlled settings.¹¹ Since their installation at the University of Eastern Finland in 2021, these simulators have improved the manual dexterity and procedural precision of dental students. Similarly, Universidad Europea de Valencia's integration of VR-haptics into pediatric dentistry since 2019 has enhanced pulpotomy performance through tailored simulations. These tools shorten learning curves, with studies showing improved technical proficiency and patient care outcomes. VR-haptics also supports skill maintenance for experienced practitioners, ensuring lifelong learning.¹²

### Standardized Assessment and Feedback

VR-haptic systems provide objective, real-time performance evaluations, reducing subjectivity in traditional assessments. A survey at the Medical University of Warsaw found that 60% of
students valued instant feedback, with 80% reporting improved learning outcomes.¹³ Blended approaches—combining automated system evaluations with educator feedback—are preferred by 70% of students, fostering a balanced learning experience. Such systems enable consistent, scalable assessments for standardizing training across diverse global institutions.

## Reducing Anxiety and Enhancing Well-Being

VR-haptic technologies significantly alleviate student anxiety by providing safe, controlled environments for skill development, allowing mistakes without real-world consequences.¹¹ Simulations enable gradual exposure to complex procedures, such as cavity preparation or root canal therapy, fostering confidence through repetitive practice.¹⁴ For example, previous studies found that students performed 30% faster after training in simulated clinical scenarios¹¹,¹⁵ and showed improvement in anesthesia accuracy by up to 84%,¹⁶ with 75% students reporting support for inclusion of VR/haptics/artificial intelligence (AI) in curricula.¹⁵,¹⁷ This is particularly relevant for Generation Z students, whose fine motor skills may be underdeveloped due to reliance on digital devices.¹⁸ VR-haptics bridge the gap between digital familiarity and clinical competence, enhancing psychomotor skills in a low-pressure setting, where students can practice without fear of irreversible errors, boosting confidence and well-being.¹²,¹⁵

Moreover, VR-haptic environments promote psychological well-being by incorporating gamification elements, such as progress tracking and achievement milestones, which make learning an engaging and rewarding experience.¹⁹ Studies have reported an increase in motivation and a reduction in burnout among students using gamified VR-haptic modules compared to traditional training cohorts.¹²,²⁰ These systems also support personalized learning paces, accommodating diverse learner needs and reducing performance-related stress.¹¹,²¹ By fostering a supportive, mistake-tolerant environment, VR-haptics empower students to build resilience and confidence, critical for their long-term professional well-being.¹²,¹⁷

## Global Collaboration and Accessibility

Initiatives like the 2025 QMUL conference, supported by industry leaders like Dentsply Sirona and the American Dental Education Association, foster global collaboration. AI-powered VR tools and mobile health (mHealth) technologies may empower clinicians to deliver care to underserved populations, addressing disparities in oral health care access.²²,²³ These efforts promote equitable access, aligning with global health priorities.

## Limitations and Challenges in Adoption

Despite their promise, VR-haptic and AI technologies face significant limitations in dental education. High initial costs deter adoption, particularly in resource-limited settings, where financial constraints restrict access to advanced simulators.⁴ Resistance to change among educators, often stemming from unfamiliarity with digital tools or concerns about diminishing the role of traditional methods, complicates

implementation.⁵ Logistical challenges, such as integrating these tools into existing curricula and ensuring compatibility with diverse education systems, require meticulous planning and faculty training.¹² Additionally, the lack of universal standards for VR-haptic training protocols can lead to inconsistent quality and outcomes across institutions.²⁴ Rigorous validation studies are necessary to confirm the efficacy of new methods compared to traditional ones, ensuring evidence-based adoption.¹²,²⁵ For instance, studies evaluating VR, haptics, and AI technologies underscore the importance of validating these digital tools to ensure their reliability and effectiveness in dental educational settings.¹⁵,²⁶ Ethical considerations, particularly regarding equitable access for underserved regions, must also be addressed to prevent widening disparities.¹²,²⁷

## Perspective: A Balanced Approach to Transformation

The authors advocate a balanced approach, integrating VR-haptic technologies with traditional methods to optimize skill acquisition.²⁸ This perspective is grounded in global research and practical insights from institutions like the University of Eastern Finland and Universidad Europea de Valencia. VR-haptics excel in providing risk-free, immersive training; however, hands-on practice with typodonts and phantom heads remains essential for achieving tactile realism. Blended learning environments, combining digital and physical training, maximize technical proficiency and confidence.⁴

This perspective emphasizes strategic curriculum integration, prioritizing early practical experience to develop psychomotor and attitudinal competencies. The Specific, Measurable, Achievable, Relevant, and Time-Bound (SMART) model offers a framework for implementation, ensuring clear objectives and measurable outcomes. AI integration enhances VR-haptics by providing personalized feedback and predictive analytics, further shortening learning curves.¹² Global standardization of VR-haptic training and credentialing is critical to ensure equitable access and consistent quality across institutions.

Collaboration is central to this vision. The Digital, VR, and Haptic Thinkers Network exemplifies interdisciplinary efforts, uniting academia, industry, and professional bodies. By fostering innovation and sharing best practices, such networks can overcome financial, logistical, and cultural barriers. Ethical frameworks are crucial for prioritizing patient-centered outcomes and ensuring equitable access, particularly among underserved regions and populations.²⁷

## Summary and Recommendations

VR-haptic technologies hold transformative potential for dental education, addressing critical challenges in skill development, assessment, and student well-being.⁴ Their ability to create immersive, risk-free training environments enhances technical proficiency and promotes equitable education access.¹¹ As dental care demands rise globally, these tools are vital for preparing competent and confident professionals. However, financial constraints, resistance to change, and the need for validation studies hinder adoption.¹⁷
To realize this potential, the authors recommend:

* Strategic curriculum integration: adopt the SMART model to integrate VR-haptics transversally, prioritizing early practical experience and blended learning approaches.

* Increased investment: fund validation studies, educator training, and infrastructure, particularly in resource-limited settings, to ensure evidence-based adoption.

* Global standardization: develop universal VR-haptic training and credentialing standards to ensure equitable access and consistent quality.

* Interdisciplinary collaboration: strengthen networks like the Digital, VR, and Haptic Thinkers Network to foster innovation and share best practices.

* Ethical frameworks: establish guidelines to prioritize patient-centered outcomes and equitable access, aligning with global health priorities.

By implementing these recommendations, dental education can evolve to meet modern health care demands, ensuring graduates are equipped to deliver high-quality care.²⁸ Combined with traditional methods, VR-haptic technologies offer a path to reimagine how dentistry is taught, fostering a future where education is immersive, inclusive, and impactful.⁴

### Conflict of Interest

None declared.

### References

1 Stacey DG, Kurunathan TM. Noncognitive indicators as critical predictors of students' performance in dental school. J Dent Educ 2015;79(12):1402-1410

2 White BA. Factors influencing demand for dental services: population, demographics, disease, insurance. J Dent Educ 2012;76(08):996-1007

3 Chau RC-W, Thu KM, Hsung RT-C, McGrath C, Lam WY-H. Self-monitoring of oral health using smartphone selfie powered by artificial intelligence: implications for preventive dentistry. Oral Health Prev Dent 2024;22:327-340

4 Bencharit S, Quinn B, Sittoni-Pino MF, et al. Insights from the global education survey on the use of VR-haptics in dental education. Front Dent Med 2025;6:1576646

5 Imran E, Adanir N, Khurshid Z. Significance of haptic and virtual reality simulation (VRS) in the dental education: a review of literature. Appl Sci (Basel) 2021;11(21):10196

6 Enayati N, De Momi E, Ferrigno G. Haptics in robot-assisted surgery: challenges and benefits. IEEE Rev Biomed Eng 2016;9:49-65

7 Escobar-Castillejos D, Noguez J, Neri L, Magana A, Benes B. A review of simulators with haptic devices for medical training. J Med Syst 2016;40(04):104

8 Chang C-W, Yeh S-C, Li M, Yao E. The introduction of a novel virtual reality training system for gynecology learning and its user experience research. IEEE Access 2019;7:43637-43653

9 Verhey JT, Haglin JM, Verhey EM, Hartigan DE. Virtual, augmented, and mixed reality applications in orthopedic surgery. Int J Med Robot 2020;16(02):e2067

10 Ozioko O, Dahiya R. Smart tactile gloves for haptic interaction, communication, and rehabilitation. Adv Intell Syst 2022;4(02): 2100091

11 Bandiaky ON, Lopez S, Hamon L, Clouet R, Soueidan A, Le Guehennec L. Impact of haptic simulators in preclinical dental education: a systematic review. J Dent Educ 2024;88(03): 366-379

12 Felszeghy S, Mutluay M, Liukkonen M, et al. Benefits and challenges of the integration of haptics-enhanced virtual reality training within dental curricula. J Dent Educ 2025;89(07): 1070-1083

13 Orlańska AI, Czekańska M, Domanowska D, Zadrożny Ł. Virtual reality as a novel approach for dental students' education – a preliminary survey study. J Dent 2022;121:103967

14 Nassar HM, Tekian A. Computer simulation and virtual reality in undergraduate operative and restorative dental education: a critical review. J Dent Educ 2020;84(07):812-829

15 Saghiri MA, Vakhnovetsky J, Nadershahi N. Scoping review of artificial intelligence and immersive digital tools in dental education. J Dent Educ 2022;86(06):736-750

16 Collaço E, Kira E, Sallaberry LH, et al. Immersion and haptic feedback impacts on dental anesthesia technical skills virtual reality training. J Dent Educ 2021;85(04):589-598

17 Ohyama H, Duong M-L, Yancoskie AE, et al. Challenges and opportunities in implementing digital technology in dental curriculum: a review and perspective. Cureus 2025;17(04):e83272

18 Operto FF, Viggiano A, Perfetto A, et al. Digital devices use and fine motor skills in children between 3-6 years. Children (Basel) 2023; 10(06):960

19 Tori AA, Tori R, dos Santos Nunes FdL. Serious game design in health education: a systematic review. IEEE Trans Learn Technol 2022;15(06):827-846

20 Brelet L, Gaffary Y. Stress reduction interventions: a scoping review to explore progress toward use of haptic feedback in virtual reality. Front Virtual Real 2022;3:900970

21 Moussa R, Alghazaly A, Althagafi N, Eshky R, Borzangy S. Effectiveness of virtual reality and interactive simulators on dental education outcomes: systematic review. Eur J Dent 2022;16(01): 14-31

22 Chau RCW, Cheng ACC, Mao K, et al. External validation of an AI mHealth tool for gingivitis detection among older adults at daycare centers: a pilot study. Int Dent J 2025;75(03):1970-1978

23 Chau RCW, Thu KM, Chaurasia A, Hsung RTC, Lam WY-H. A systematic review of the use of mhealth in oral health education among older adults. Dent J 2023;11(08):189

24 Serrano CM, Bakker DR, Zamani M, et al. Virtual reality and haptics in dental education: implementation progress and lessons learned after a decade. Eur J Dent Educ 2023;27(04): 833-840

25 Al-Saud LM. The utility of haptic simulation in early restorative dental training: a scoping review. J Dent Educ 2021;85(05): 704-721

26 Chau RCW, Thu KM, Yu OY, et al. Evaluation of chatbot responses to text-based multiple-choice questions in prosthodontic and restorative dentistry. Dent J 2025;13(07):279

27 McGrath C, Chau CWR, Molina GF. Monitoring oral health remotely: ethical considerations when using AI among vulnerable populations. Front Oral Health 2025;6:1587630

28 Felszeghy S, Liukkonen M, Flacco N, et al. Establishing the VR-haptic thinkers group: insights and progress in dental training technologies. Saudi Dent J 2024;36(12):1655-1659