ArticleJournal of dental education2026
Simulation-Based Learning in Oral Radiology: Students' Perceptions of Training in Intraoral Radiographic Techniques Across Two Dental Institutes.
Article in Journal of dental education, 2026. 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.
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
1 citing paper in PubMed.
- Effect of centring rings and an educational intervention on intraoral radiographic quality among dental students.BMC medical education · 2026Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveSimulation-based learning (SBL) in oral radiology offers a safe, structured environment that supports students' transition to clinical practice. However, limited research has captured students' perceptions of SBL for intraoral radiography training. This study aimed to explore the perceptions of dental students about SBL in intraoral radiography using a mixed-methods approach across two dental institutions.
methodsThird-year undergraduate dental students from two institutions were recruited. All students were trained on both periapical (paralleling technique in Institution A and bisecting angle technique in Institution B) and bitewing radiographs using a mannequin. Data were collected through a 9-item Likert-scale survey and three open-ended questions. Quantitative data were analyzed using descriptive statistics and Mann-Whitney U test, while qualitative data underwent thematic analysis.
resultsA total of 44 students expressed overall positive perceptions of SBL, with a mean score of 4.27. The highest-rated item was "Readiness for clinical transition" (mean = 4.53), and the lowest was "Realism" (mean = 3.81). Institution A students showed significantly more positive responses than those from Institution B in items: develop self-confidence, skill development, and skill mastery through repetition. Thematic analysis supported quantitative findings and revealed four key themes. Students valued the role of SBL in skill development, providing a psychologically safe learning environment, and bridging theory and practice. Students noted barriers about mannequin realism, technical challenges, and access issues. They also provided suggestions for improving the SBL experience.
conclusionThe findings indicate that students value SBL as an effective approach for teaching core oral radiology skills and preparing students for clinical training. Enhancing mannequin design and practice opportunities may further improve undergraduate learning experiences in simulated settings.
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Registered trials
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