ArticleBMC medical education2025
Enhancing preclinical dental education through a VR-based digital platform for inlay tooth preparation.
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.
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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
2 citing papers in PubMed.
- Assessing the reliability and validity of a standardized rubric for staff evaluation of all-ceramic crown preparations at preclinical setting.BMC medical education · 2026Article
- Multimodal perspectives on dental anxiety etiology and technologies.Bioinformation · 2026Article
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Authors and funding
10 authors.
Funding
Abstract
backgroundWhile virtual reality (VR) is increasingly applied in dental education, most existing VR simulation platforms focus predominantly on full crown preparation. In contrast, inlay/onlay training—despite its clinical significance—remains underrepresented. This study assesses a three-dimension (3D) digital platform’s impact on teaching effectiveness and student satisfaction in preclinical dental restoration.
methodsWe developed an innovative 3D digital learning platform to support preclinical dental students in performing restorative experiments. A total of 166 students voluntarily participated in the training. At the conclusion of the training, participants completed a comprehensive examination (maximum score: 60), designed to evaluate their understanding of key restorative concepts—including inlay preparation techniques, material selection, preparation design, and treatment planning. We also employed detailed questionnaires to evaluate effectiveness, user satisfaction, and willingness to continue using the platform. Test and questionnaire were specifically developed for this study and have not been published previously.
resultsOf the 166 enrolled students, 152 completed the assessment, yielding a dropout rate of 8.43%. The average score in the final exam was 43.32 ± 16.17, with 48.03% of students scoring 50 or higher. Feedback revealed high satisfaction with the platform’s intuitive design and educational resources. Exploratory factor analysis identified three primary components: perceived practicality, future application prospects, and time efficiency. Most students reported increased motivation for independent study and improved understanding of fundamental inlay/onlay concepts.
conclusionThe application of a digital inlay platform appears to improve the quality of teaching in dental restoration, suggesting a promising approach for practical teaching in tooth preparation.
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Registered trials
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