ArticleAdvances in medical education and practice2025
Research on the Application and Effect of a Virtual Simulation Platform in Undergraduate Education in Oral Radiology Courses.
Article in Advances in medical education and practice, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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.
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Who cites it
1 citing paper in PubMed.
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose: With the advancement of educational technology and the continuous evolution of teaching philosophies, undergraduate teaching methods have undergone significant changes. In recent years, interactive teaching, inquiry-based learning, and problem-based learning (PBL) have been increasingly integrated into undergraduate education, emphasizing student participation and practical experience. Virtual simulation teaching, an emerging educational approach, leverages computer and virtual reality technologies to simulate real clinical environments and procedures, allowing students to practice and operate in a virtual context. This study investigates the application and effectiveness of a virtual simulation platform in undergraduate oral radiology education. Methods: The study involved 80 undergraduate students, who were enrolled in an oral radiology course. The students were divided into two groups: Group A received traditional classroom teaching, while Group B supplemented traditional teaching with the Oral Radiology Virtual Reality (ORVR) system. The ORVR system consisted of four modules: Knowledge Base, Image Library, Virtual Radiographic Imaging, and Virtual Clinical Training. The effectiveness of the virtual simulation teaching was evaluated through system usage data, theoretical exam scores, and a questionnaire survey. Results: The results showed that Group B scored significantly higher than Group A in both imaging diagnosis and case analysis exams. The questionnaire survey revealed that over 90% of the students in Group B found the virtual simulation system innovative and engaging, helping them better understand the principles of oral imaging techniques, enhance theoretical knowledge, and improve diagnostic abilities. Although user satisfaction with the system indicated room for improvement, the overall satisfaction with the teaching process was high. Conclusion: The application of virtual simulation teaching in undergraduate oral radiology education improves students' practical skills and clinical reasoning abilities while stimulating their interest and initiative in learning. This approach supports cultivating high-quality dental professionals and represents a significant advancement in dental education.
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Registered trials
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