Wang Xiaoyu, Guan Miaosheng, Liu Lin, Xu Rongchen, Yang Zhongliang, Liu Zhen, Li Deyu, Tang Chuhua, Wen Ning, Li Hongbo
Department of Stomatology, the First Medical Center, Chinese PLA General Hospital, Beijing, 100853, China.
Department of Stomatology, the Ninth Medical Center, Chinese PLA General Hospital, Beijing, 100101, China.
BMC Oral Health. 2025 Aug 27;25(1):1379. doi: 10.1186/s12903-025-06366-8.
A novel dental implant training method based on mixed reality (MR) navigation technology was developed. Therefore, the aim of this study was to evaluate the learning effect of this method in novices.
We designed and developed an MR-based training method that provides real-time supervision, teaching, and guidance. Thirty novices who had passed a baseline test and had no prior experience with implant surgery were randomly divided into two groups: the MR Group (n = 15) was trained using the MR training method, while the traditional group (n = 15) received training using conventional methods. Each group involved the following steps: (I) pretest; (II) immediate post-test; (III) dental implant training and (IV) retention test. Implant deviations, including platform points, middle points, apex points and axial angles, were measured. Subsequently, learning curves were analyzed, and the usability of the system was evaluated using the System Usability Scale (SUS).
After training with both methods, the implantation deviations in both groups were significantly reduced compared with the pretest (P < 0.001). Except for the axial angle deviation in the immediate post-test, all deviations in the MR group on the immediate post-test and retention test were significantly lower than those in the traditional group (P < 0.05). The learning curve results showed that the learning time and learning effect of the MR group (Y = -95.62X + 1499) during the training process were better than those of the traditional group (Y = -77.36X + 1367). The MR group (80.83 ± 4.88) had significantly greater SUS scores than did the traditional group (69.50 ± 5.36) (P < 0.0001).
This MR-training method demonstrates excellent usability and can significantly improve the implantation learning outcomes for novices. Compared to traditional methods, it exhibits better immediate and retention learning effects. This approach offers a novel perspective and strategy for developing personalized and efficient implant placement teaching methods.
开发一种基于混合现实（MR）导航技术的新型牙种植体训练方法。因此，本研究旨在评估该方法在新手群体中的学习效果。
我们设计并开发了一种基于MR的训练方法，该方法可提供实时监督、教学和指导。30名通过基线测试且此前无种植手术经验的新手被随机分为两组：MR组（n = 15）采用MR训练方法进行培训，而传统组（n = 15）采用传统方法进行培训。每组都包含以下步骤：（I）预测试；（II）即时后测试；（III）牙种植体训练；（IV）留存测试。测量种植体偏差，包括平台点、中点、根尖点和轴角。随后，分析学习曲线，并使用系统可用性量表（SUS）评估系统的可用性。
两种方法训练后，两组的种植偏差与预测试相比均显著降低（P < 0.001）。除即时后测试中的轴角偏差外，MR组在即时后测试和留存测试中的所有偏差均显著低于传统组（P < 0.05）。学习曲线结果显示，MR组（Y = -95.62X + 1499）在训练过程中的学习时间和学习效果优于传统组（Y = -77.36X + 1367）。MR组（80.83 ± 4.88）的SUS得分显著高于传统组（69.50 ± 5.36）（P < 0.0001）。
这种MR训练方法具有出色的可用性，能够显著提高新手的种植学习效果。与传统方法相比，它具有更好的即时和留存学习效果。该方法为开发个性化、高效的种植体植入教学方法提供了新的视角和策略。
