ArticleBMC medical education2025
The use of 360-videos to bridge the gap between pre-clinical and clinical dental teaching.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- The Effects of Mandatory Attendance on the Students' Overall Performance in an Operative Dentistry Preclinical Course: A Retrospective Study.Journal of dental education · 2026Article
- The Use of Video-Based Learning to Elucidate the Biological Mechanisms Linking Oral Health With Specific Systemic Medical Conditions.Special care in dentistry : official publication of the American Association of Hospital Dentists, the Academy of Dentistry for the Handicapped, and the American Society for Geriatric DentistryArticle
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe transition from pre-clinical to clinical teaching is often a time of heightened anxiety for students. With the shift to bi-modal teaching during the pandemic there was an opportunity to explore the use of 360-degree videos and virtual reality (VR) simulation teaching to enhance educational experience and smooth the transition from pre-clinical to clinical teaching. The aims of this study were to understand students' perceptions of face-to-face and virtual simulation teaching during the recovery phase of the COVID-19 pandemic.
methodsTwo groups of students were recruited all of whom were about to have their clinical introduction to the periodontology department. All 20 students received current standard induction programme. One group (n = 7 students) received standard teaching only. One group (n = 13 students) in addition to standard teaching methods also received access to 360-degree video and VR headset prior to standard teaching. Focus groups were then conducted with the students. A topic guide was developed and piloted. Focus groups were conducted online, audio was recorded and transcribed verbatim. Transcripts were analysed codes and themes were developed using thematic analysis as a framework for analysing the focus groups.
resultsThe 3 key themes identified were: the importance of familiarity with the clinical environment, preparation prior to attending clinical sessions and the benefit of practical experience.
conclusionThis study demonstrates how 360-videos and VR technology may enhance dental education, provided it is implemented appropriately and at the correct time in training. Overall, students had a positive attitude towards using 360-videos and acknowledged its value in meeting a range of learning objectives, including infection control, IT training, and clinic orientation.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.