Enhancing Psychomotor Skills and Educational Engagement in Endodontic Microsurgery Through Virtual Reality with Haptic Feedback: A Comparative Study.

[PURPOSE] The integration of virtual reality (VR) and haptic technology in dental education is gaining momentum due to its potential to enhance both technical competencies and student engagement. Traditional preclinical methods often lack anatomical realism and limit opportunities for individualized skill development. This study evaluates the acquisition of psychomotor skills and the subjective experience of undergraduate dental students and expert clinicians using a VR-based simulation for endodontic microsurgery.

[METHODS] Two VR exercises (osteotomy and apicoectomy) based on CBCT-derived models were developed and implemented using Virteasy Dental V2 simulators. Twenty undergraduate students and 20 expert operators participated in a four-week training program. A two-part questionnaire assessed participants' prior VR exposure and their perceptions of the learning experience.

[RESULTS] Students showed significant improvements in accuracy and target progress during osteotomy, and in accuracy during apicoectomy (p < 0.05). Experts also improved in simulator performance, reflecting adaptation to the VR environment. Participants reported high levels of engagement, appreciating the risk-free, repetitive practice environment. A majority expressed preference for virtual simulations over traditional training protocols.

[CONCLUSION] The study demonstrates that VR is a viable tool for improving psychomotor skills, offering a high degree of realism and immersive learning. Students particularly valued the ability to safely practice procedures in a virtual setting, which supported both skill acquisition and confidence. The preference for VR-based training highlights its potential role in modern curricula as a complement to traditional preclinical methods. VR simulations integration into dental curricula represents a promising approach to augment traditional preclinical training.