Trial reportBMC oral health2025
The impact of mixed reality training method on novice trainees of dental implants: an in vitro study.
Trial report in BMC oral health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 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.
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Who cites it
3 citing papers in PubMed.
- Application of computer-aided design/computer-aided manufacturing and mixed reality technologies in a novel mandibular reconstruction plate system.Quantitative imaging in medicine and surgery · 2026Article
- Development and application of a standardized teaching assessment system for digital automated oral implantation planning skills: a randomized controlled pilot trial.Frontiers in oral health · 2026Article
- Web-Based Augmented Reality vs. Interactive Presentation for Learning Caries Detection: A Randomized Study on Student Motivation.Dentistry journal · 2025Article
Corrections and comments
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Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesA 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.
methodsWe 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).
resultsAfter 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).
conclusionsThis 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.
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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.