Benefits and challenges of the integration of haptics‐enhanced virtual reality training within dental curricula
Authors: Felszeghy Szabolcs , Mutluay Murat , Liukkonen Mikko , Flacco Nicla , Bakr Mahmoud M. , Rampf Sarah , Schick Simona‐Georgiana , Mushtaq Faisal , Sittoni‐Pino Maria F. , Ackerman Kristin , Arias‐Herrera Santiago , Audsley Ben , Bágyi Kinga , Bell Santiya , Bistey Tamás , Byrne Samantha , Carpegna Giorgia , Carramolino‐Cuéllar Esther , da Costa Juliana B. , Durham Mark R. , Galán‐Gil Sónnica , Gerber Gábor , González‐Carrasco Diego , Gourley Kandace , Hermann Péter , Huhtela Outi , Hytönen Hanna , Kämppi Antti , Lampe Michael , López‐Roig Carlos , Marincsák Rita , Morton David , Nagasawa Masako , Nagy Katalin , Nagy László , Øilo Marit , Orsini Cesar , Palotie Ulla , Pantea Mihaela , Pasqualini Damiano , Pétercsák Anita , Pino‐Valenzuela Daniela , Quenta‐Silva Edgar , Ranauta Amitha , Rederiene Gitana , Riutord‐Sbert Pere , Rodakowska Ewa J. , Rodríguez‐Hopp María P. , Saenz‐Laguna‐Saavedra Mauricio , Suominen Anna L. , Tricio Jorge , Voog‐Oras Ülle , Wolcott Michael D. , Usta Sila Nur , Lingström Peter , Shazib Muhammad A. , Manzanares‐Céspedes Maria C. , Greany Thomas J. , Maggio Margrit , Stolberg Rebecca , Gülsün Gül , Bencharit Sompop , Quinn Barry 
Published: December 2024

Background

Haptics‐enhanced virtual reality (VR‐haptic) simulation in dental education has evolved considerably during the past decade, representing a promising resource of simulation‐based training opportunities to support conventional practice. We aim to summarize current literature on the applications of VR‐haptics in learning, practicing, and teaching dental education.

Methods

A literature search was performed using PubMed, focusing on research articles published between January 2010 and January 2024. Out of the 667 articles that matched the search terms (dentistry, education, haptic, teaching, training, virtual reality), 105 were screened, and 42 were eligible for full‐text reading and utilization. Findings from an ongoing educator survey on the use of VR‐haptics in dental education have also been provided.

Results

VR‐haptic simulation has been shown to have a supportive role in dental simulation practice. Despite training within a digital world, hand skill transfer to the real world has been demonstrated, which affords educators more flexibility in how to train their students before and during traditional preclinical and clinical practical education. The individualized VR‐haptic training and feedback help students in mastering essential working techniques, while also increasing engagement and motivation.

Conclusions

VR‐haptics‐supported dental education can help students effectively address challenges during their preclinical and clinical training, as well as in their subsequent careers, and it may help mitigate some weaknesses of the current educational system. Validation is a key factor for the acceptance of VR‐haptic simulators; thus, further research and verification are needed before VR‐haptics could be considered a primary hand skill development method of learning in dental education. VR‐haptic simulation may in the future be used as an assessment tool for the students’ and clinicians’ credentialing process.