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Research Article
Baoping Zhang
Lanzhou University
Corresponding Author
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background
To compare the effect of virtual simulation and jaw model on the development of pre-clinical periodontal skills in undergraduate students and to improve future pre-clinical training strategies.
Methods
Sixty volunteer sophomores and juniors from the stomatology at Lanzhou University were enrolled in the current study and randomly divided into four groups: Jaw model (Group J, the control group), Virtual reality (Group V), Virtual-Jaw (Group V-J), and Jaw-Virtual (Group J-V). All of the participants received training on uniform basic periodontal knowledge before completing the first theoretical assessment. Then, they obtained total 8 hours of operation training and completed a second theoretical assessment. Their performance was evaluated using the supragingival scaling processes, and clinical operation scores were graded by a blinded professional using an established standard scoring system.
Results
There was no significant difference in the first theoretical outcomes between the four groups (P > 0.05). The second theoretical scores of the V-J and J-V group (60.00 ± 4.47, 58.33 ± 4.35) were significantly improved as compared with the first theoretical scores (49.67 ± 4.81, 48.00 ± 4.93, P < 0.05). The operation process scores of students in Group V-J and J-V (72.00 ± 5.92; 70.00 ± 3.05) were higher than those in the other two groups (V: 61.67 ± 7.85; J: 60.67 ± 2.58). Additionally, the scaling process performance of students in Group V-J and J-V (53.00 ± 3.05; 63.40 ± 4.39) was improved as compared with that of students in the other two groups (V: 41.90 ± 5.23; J: 47.40 ± 4.31).
Conclusion
The combination of virtual reality and jaw model during periodontal pre-clinical training may improve students’ grades and help them develop professional skill. More importantly, we suggest that the jaw model should be applied prior to virtual reality.
Keywords
Dental education, virtual reality technology, pre-clinical periodontal skills training
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No competing interests reported.
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On 10 May, 2021
Reviewers agreed
On 10 May, 2021
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A new preprint design is coming!
We have improved readability, clarity, accessibility, and opportunities for engagement.
This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research Article
Baoping Zhang
Lanzhou University
Corresponding Author
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
Version 1
Posted 03 May, 2021
No community comments so far
Editorial decision: Major revision
On 16 Jul, 2021
Reviews received
Received 13 May, 2021
Reviews received
Received 12 May, 2021
Reviewers agreed
On 10 May, 2021
Reviewers agreed
On 10 May, 2021
Reviewers agreed
On 10 May, 2021
Reviewers invited
Invitations sent on 10 May, 2021
Editor assigned
On 10 May, 2021
Editor invited
On 26 Apr, 2021
Submission checks complete
On 26 Apr, 2021
First submitted
On 23 Apr, 2021
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background
To compare the effect of virtual simulation and jaw model on the development of pre-clinical periodontal skills in undergraduate students and to improve future pre-clinical training strategies.
Methods
Sixty volunteer sophomores and juniors from the stomatology at Lanzhou University were enrolled in the current study and randomly divided into four groups: Jaw model (Group J, the control group), Virtual reality (Group V), Virtual-Jaw (Group V-J), and Jaw-Virtual (Group J-V). All of the participants received training on uniform basic periodontal knowledge before completing the first theoretical assessment. Then, they obtained total 8 hours of operation training and completed a second theoretical assessment. Their performance was evaluated using the supragingival scaling processes, and clinical operation scores were graded by a blinded professional using an established standard scoring system.
Results
There was no significant difference in the first theoretical outcomes between the four groups (P > 0.05). The second theoretical scores of the V-J and J-V group (60.00 ± 4.47, 58.33 ± 4.35) were significantly improved as compared with the first theoretical scores (49.67 ± 4.81, 48.00 ± 4.93, P < 0.05). The operation process scores of students in Group V-J and J-V (72.00 ± 5.92; 70.00 ± 3.05) were higher than those in the other two groups (V: 61.67 ± 7.85; J: 60.67 ± 2.58). Additionally, the scaling process performance of students in Group V-J and J-V (53.00 ± 3.05; 63.40 ± 4.39) was improved as compared with that of students in the other two groups (V: 41.90 ± 5.23; J: 47.40 ± 4.31).
Conclusion
The combination of virtual reality and jaw model during periodontal pre-clinical training may improve students’ grades and help them develop professional skill. More importantly, we suggest that the jaw model should be applied prior to virtual reality.
Figure 1
Figure 2
Figure 3
Figure 4
Figure 5
No competing interests reported.
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