Insights from the global education survey on the use of VR-haptics in dental education

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dc.coverageDOI: 10.3389/fdmed.2025.1576646
dc.creatorBencharit, Sompop
dc.creatorQuinn, Barry
dc.creatorSittoni-Pino, Maria F.
dc.creatorArias-Herrera, Santiago
dc.creatorSchick, Simona Georgiana
dc.creatorRampf, Sarah
dc.creatorByrne, Samantha
dc.creatorShazib, Muhammad A.
dc.creatorÖrtengren, Ulf
dc.creatorLam, Walter Yu Hang
dc.creatorLiukkonen, Mikko
dc.creatorRice, David
dc.creatorNagasawa, Masako
dc.creatorRanauta, Amitha
dc.creatorZafar, Sobia
dc.creatorBágyi, Kinga
dc.creatorGreany, Thomas J.
dc.creatorLuai, Amirul Faiz
dc.creatorØilo, Marit
dc.creatorRederiene, Gitana
dc.creatorStolberg, Rebecca
dc.creatorGül, Gülsün
dc.creatorTricio, Jorge
dc.creatorChau, Reinhard Chun Wang
dc.creatorPantea, Mihaela
dc.creatorMutluay, Murat
dc.creatorLingström, Peter
dc.creatorKlein, Ophir
dc.creatorUsta, Sıla Nur
dc.creatorSuominen, Liisa
dc.creatorFelszeghy, Szabolcs
dc.date2025
dc.date.accessioned2025-11-18T19:51:01Z
dc.date.available2025-11-18T19:51:01Z
dc.description<p>Background: Haptics-enhanced virtual reality (VR-haptics), a supplementary tool for traditional oral health training, shows promise in enhancing knowledge acquisition, manual dexterity, performance, and student well-being. Aim: The aim of this study was to understand dental educators' perceptions and needs regarding the acceptability and application of VR-haptics in dental education, as well as to gather suggestions for system improvements. Methods: In this global cross-sectional study, the VR-Haptic Thinkers Consortium used a 28-item online questionnaire distributed to 1,023 participants by August 1, 2024. The survey included questions on general demographics, multiple choice and five-point Likert-style questions, and open-ended questions. Results: A total of 378 responses were collected from 156 institutions. 57% of respondents had a dental doctorate degree and 59% had a PhD. VR-haptic trainers were used more often in preclinical training (94% of responses) than clinical training (46%). The three most common course types with VR-haptics incorporation were restorative, prosthodontic, and endodontic courses. Most respondents thought that the best approach to implementing VR-haptics is alongside phantom head training in the preclinical stage (58%). A third of the feedback on the challenges in VR-haptics utilization in dental training highlighted a need for further hardware and software development, while more than one-fourth cited economic issues in system acquisition and housing, and another one-fourth reported low acceptance of the technology among educators and students. The most mentioned enhancement requests for dental trainers were more diverse training scenarios (20%), improved software (19%) and hardware (19%) elements, and advancements in AI-based personalized training and monitoring (18%). Additionally, 10% of respondents suggested gamification features. Conclusions: VR-haptic technology is constantly evolving and will likely become more and more accepted as an integral part of dental hand skill development to complement traditional preclinical training. Future research and development should emphasize transitioning from preclinical to clinical restorative, prosthodontic, endodontic, and implantology procedures as part of individualized education and patient care.</p>eng
dc.identifierhttps://investigadores.uandes.cl/en/publications/910f2f5f-7cf1-404b-9a8c-a23e33b6932f
dc.identifier.urihttps://repositorio.uandes.cl/handle/uandes/56919
dc.languageeng
dc.rightsinfo:eu-repo/semantics/openAccess
dc.sourcevol.6 (2025)
dc.subjectchallenges
dc.subjectdental education
dc.subjecthaptic technology
dc.subjectimplementation barriers
dc.subjectvirtual reality
dc.titleInsights from the global education survey on the use of VR-haptics in dental educationeng
dc.typeArticleeng
dc.typeArtículospa
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