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Introduction <p>Preclinical dental training requires extensive feedback and repetition, which traditional manikin exercises often lack. Adapt VR is a cost-effective, immersive system that delivers interactive, adaptive training with real-time feedback.</p> Methods <p>This comparative study aimed to evaluate the effectiveness of the Adapt VR system in preclinical training. A total of 126 third-year dental students were randomly assigned to an Adapt VR Group 1 (<i>n</i> = 63), acquiring VR learning experience before practicing on laboratory simulators, or a control group (<i>n</i> = 63) who started their training on simulators directly. After practising Class I and II cavity preparations, laboratory performance was scored with a standard rubric; VR participants also completed a post-training questionnaire.</p> Results <p>The VR group achieved a higher mean laboratory score (6.31) than controls (3.93; <i>p</i> &lt; 0.001). Within the VR cohort no significant difference emerged between Class I and II scores (<i>p</i> = 0.16). Simulator averages were 81.5 for Class I and 79.4 for Class II. Most VR trainees reported increased confidence and an enhanced learning experience.</p> Conclusions <p>Iintegrating the Adapt VR system into preclinical dental education significantly enhances students’ skill acquisition and self-confidence compared to conventional manikin-based training.</p>

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Adapt VR in dental education: boosting preclinical skill and self-confidence

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月15日

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  • Meriam Sherif,
  • Nahla Barakat,
  • Abeer Hamdy,
  • Mohamed Fouad Haridy,
  • Hend Sayed Ahmed,
  • Hoda Omar Fouda,
  • Shehabeldin Saber

摘要

Introduction

Preclinical dental training requires extensive feedback and repetition, which traditional manikin exercises often lack. Adapt VR is a cost-effective, immersive system that delivers interactive, adaptive training with real-time feedback.

Methods

This comparative study aimed to evaluate the effectiveness of the Adapt VR system in preclinical training. A total of 126 third-year dental students were randomly assigned to an Adapt VR Group 1 (n = 63), acquiring VR learning experience before practicing on laboratory simulators, or a control group (n = 63) who started their training on simulators directly. After practising Class I and II cavity preparations, laboratory performance was scored with a standard rubric; VR participants also completed a post-training questionnaire.

Results

The VR group achieved a higher mean laboratory score (6.31) than controls (3.93; p < 0.001). Within the VR cohort no significant difference emerged between Class I and II scores (p = 0.16). Simulator averages were 81.5 for Class I and 79.4 for Class II. Most VR trainees reported increased confidence and an enhanced learning experience.

Conclusions

Iintegrating the Adapt VR system into preclinical dental education significantly enhances students’ skill acquisition and self-confidence compared to conventional manikin-based training.