Is virtual reality enhancing dental anatomy education? A systematic review and meta-analysis

• Published in: BMC medical education 2024-11, Vol.24 (1), p.1395-12
• Main Authors: Bevizova, Katarina, Falougy, Hisham El, Thurzo, Andrej, Harsanyi, Stefan
• Format: Article
• Language: English
• Subjects: Analysis; Anatomy; Anatomy - education; Cadavers; Critical thinking; Dental education; Dental Evaluation; Dentistry; Education; Education, Dental - methods; Educational aspects; Educational research; Ethics; Human body; Humans; Interactive learning; Learner Engagement; Medical education; Meta-analysis; Methods; Performance evaluation; Physiology; Public speaking; Questionnaires; Regional differences; Student Interests; Student participation; Student retention; Study and teaching; Systematic review; Textbooks; Virtual Reality
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-024-06233-0

Traditional dental anatomy education, reliant on cadaver dissections and lectures, faces challenges such as high costs, ethical concerns, and difficulty conveying complex 3D dental structures. Virtual reality (VR) offers a solution by providing immersive, interactive learning environments that can enhance students' understanding. This study systematically reviews the effectiveness of VR in dental anatomy education compared to traditional methods, focusing on its potential to improve learning outcomes. A comprehensive search was conducted across Web of Science (WoS), PubMed, and Scopus databases until May 2024. Data were extracted, summarized, and analyzed for qualitative synthesis. The following keywords and their combinations were used: " dental OR dentistry", "education OR teaching", "virtual AND reality OR VR", and "anatomy OR dental AND anatomy". Studies were included if they met the following criteria: Investigated the use of VR in anatomy education. Compared VR-based learning to other methods such as lecture-based teaching, 3D printed or natural models, or non-interactive 3D models. Quantitative synthesis was performed using standardized mean differences (SMD) with Hedges'd and 95% confidence intervals (CI). Out of 178 records screened, seven studies were included in the meta-analysis and eight in the personal evaluation analysis. The analysis indicates a moderately positive effect of VR on dental anatomy education (SMD = 0.74, p = 0.05) compared to lecture-based education using X-ray, CBCT, or 3D models. However, at the same time, VR falls short compared to clinical experience, training with physical teeth, or quality printed models. Studies reported rare cases of discomfort, disorientation, diplopic image, and VR sickness. The use of VR-based learning moderately positively affects educational outcomes, and enhances knowledge retention, especially before clinical experience. The personal evaluation of students showed a strong interest in VR, with positive feedback on its ease of use, accuracy, and educational value.