Oral & Maxillofacial Radiology, Oral Medicine, and Diagnostic Sciences Department, College of Dentistry, King Saud University, Riyadh, Saudi Arabia.
Department of Medicine and Dentistry, School of Dentistry, University of Alberta, Edmonton, Canada.
J Dent Educ. 2023 Aug;87(8):1200-1209. doi: 10.1002/jdd.13240. Epub 2023 May 16.
This work aimed to utilize virtual reality (VR) in dental radiographic anatomical interpretation in junior dental students and test if it can enhance student learning, engagement, and performance.
VR software for panoramic anatomy was developed. Sixty-nine first-year dental students were divided into a control group (lecture-based) and an experimental group (VR) to learn panoramic radiographic anatomy. Both groups were then tested on knowledge via a 20-question quiz. Student feedback on VR experience was collected via an online survey.
There was a statistically significant difference between lecture-based and VR students in the correct identification of anatomical landmarks. Lecture-based students scored higher in identifying the ear lobe, hyoid bone, condylar neck, and external oblique ridge, whereas VR students scored higher in identifying zygoma (Chi-squared test, p < 0.005). The VR group reported high evaluation on all perception items of the online feedback survey on their experience (Student t-test, p < 0.005).
Lecture-based students generally showed better performance in panoramic radiographic anatomy. Several structures were not correctly identified in both groups of novice students. The positive feedback of VR experience encourages future implementation in education to augment conventional methods of radiographic anatomy in dentistry with considerations to repeated exposures throughout undergraduate dental education.
本研究旨在将虚拟现实（VR）应用于牙科放射解剖学解释，以测试其对初阶牙科学生学习、参与和表现的影响。
开发了用于全景解剖的 VR 软件。将 69 名一年级牙科学生分为对照组（基于讲座）和实验组（VR），以学习全景放射解剖学。两组学生均通过 20 题测验评估知识掌握情况。学生通过在线调查反馈 VR 体验。
基于讲座和 VR 学生在识别解剖标志方面存在统计学差异。基于讲座的学生在识别耳垂、舌骨、髁突颈和外斜嵴方面得分较高，而 VR 学生在识别颧骨方面得分较高（卡方检验，p<0.005）。VR 组在其体验的在线反馈调查的所有感知项目中报告了高度评价（学生 t 检验，p<0.005）。
基于讲座的学生通常在全景放射解剖学方面表现更好。初学者在两组中均未能正确识别某些结构。VR 体验的积极反馈鼓励未来在教育中实施，以增强传统的牙科放射解剖学方法，同时考虑在整个本科牙科教育中重复暴露。
