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Objectives <p>A novel dental implant training method based on mixed reality (MR) navigation technology was developed. Therefore, the aim of this study was to evaluate the learning effect of this method in novices.</p> Methods <p>We designed and developed an MR-based training method that provides real-time supervision, teaching, and guidance. Thirty novices who had passed a baseline test and had no prior experience with implant surgery were randomly divided into two groups: the MR Group (<i>n</i> = 15) was trained using the MR training method, while the traditional group (<i>n</i> = 15) received training using conventional methods. Each group involved the following steps: (I) pretest; (II) immediate post-test; (III) dental implant training and (IV) retention test. Implant deviations, including platform points, middle points, apex points and axial angles, were measured. Subsequently, learning curves were analyzed, and the usability of the system was evaluated using the System Usability Scale (SUS).</p> Results <p>After training with both methods, the implantation deviations in both groups were significantly reduced compared with the pretest (<i>P</i> &lt; 0.001). Except for the axial angle deviation in the immediate post-test, all deviations in the MR group on the immediate post-test and retention test were significantly lower than those in the traditional group (<i>P</i> &lt; 0.05). The learning curve results showed that the learning time and learning effect of the MR group (Y = -95.62X + 1499) during the training process were better than those of the traditional group (Y = -77.36X + 1367). The MR group (80.83 ± 4.88) had significantly greater SUS scores than did the traditional group (69.50 ± 5.36) (<i>P</i> &lt; 0.0001).</p> Conclusions <p>This MR-training method demonstrates excellent usability and can significantly improve the implantation learning outcomes for novices. Compared to traditional methods, it exhibits better immediate and retention learning effects. This approach offers a novel perspective and strategy for developing personalized and efficient implant placement teaching methods.</p>

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The impact of mixed reality training method on novice trainees of dental implants: an in vitro study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月27日

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  • Xiaoyu Wang,
  • Miaosheng Guan,
  • Lin Liu,
  • Rongchen Xu,
  • Zhongliang Yang,
  • Zhen Liu,
  • Deyu Li,
  • Chuhua Tang,
  • Ning Wen,
  • Hongbo Li

摘要

Objectives

A novel dental implant training method based on mixed reality (MR) navigation technology was developed. Therefore, the aim of this study was to evaluate the learning effect of this method in novices.

Methods

We designed and developed an MR-based training method that provides real-time supervision, teaching, and guidance. Thirty novices who had passed a baseline test and had no prior experience with implant surgery were randomly divided into two groups: the MR Group (n = 15) was trained using the MR training method, while the traditional group (n = 15) received training using conventional methods. Each group involved the following steps: (I) pretest; (II) immediate post-test; (III) dental implant training and (IV) retention test. Implant deviations, including platform points, middle points, apex points and axial angles, were measured. Subsequently, learning curves were analyzed, and the usability of the system was evaluated using the System Usability Scale (SUS).

Results

After training with both methods, the implantation deviations in both groups were significantly reduced compared with the pretest (P < 0.001). Except for the axial angle deviation in the immediate post-test, all deviations in the MR group on the immediate post-test and retention test were significantly lower than those in the traditional group (P < 0.05). The learning curve results showed that the learning time and learning effect of the MR group (Y = -95.62X + 1499) during the training process were better than those of the traditional group (Y = -77.36X + 1367). The MR group (80.83 ± 4.88) had significantly greater SUS scores than did the traditional group (69.50 ± 5.36) (P < 0.0001).

Conclusions

This MR-training method demonstrates excellent usability and can significantly improve the implantation learning outcomes for novices. Compared to traditional methods, it exhibits better immediate and retention learning effects. This approach offers a novel perspective and strategy for developing personalized and efficient implant placement teaching methods.