Similarly, doctors are applying virtual reality to treat mental health disorders, eating disorders, and congenital heart disease as well as for drug discovery. For example, users can employ the helmet display to view medical data and images for surgery. In the medical industry, these computerized navigation devices enable its users to aggregate and visualize various medical data.
Augmented reality creates a virtual images and overlays them on a real environment, whereas virtual reality is a digital recreation of reality -both these techniques require the “creation of reality” through computer graphics. One such promising and widely discussed digital technology is augmented and virtual reality. Currently study found that the V-J group may performed better than the J-V group in oral implant teaching.ĭigital technologies are rapidly advancing across different and diverse fields. Virtual simulation education, especially with a jaw simulation model, could improve students’ implantology achievements and training. The V-J and J-V groups had higher scores on operation (73.98 ± 4.58, 71.85 ± 4.67) and showed better implant precision. Thus, the combination of V-J was effective in improving students’ theoretical scores. There was no significant difference between the four groups in first theoretical examination ( P > 0.05) the second theoretical scores of the V-J and J-V group (62.90 ± 3.70, 60.05 ± 2.73) were significantly higher than the first time (57.05 ± 3.92, P < 0.05), while no difference between the V (57.10 ± 3.66) and J (56.89 ± 2.67) groups was found. Finally, students completed a questionnaire gauging their understanding of the virtual simulation. The assessment consists of three distinct parts: a subjective operating score by a clinical senior teacher, an implant accuracy analysis in cone-beam computed tomography (angular, apical, and entrance deviation), and comparison of the two theoretical examinations. An operation test on pig mandible was conducted, followed by a second theoretical examination. Each student group then participated in an eight-hour operating training session. The subjects undertook theoretical examinations to test their basic level of knowledge after training in similarly unified knowledge courses. MethodsĮighty second- and third-year undergraduates in Lanzhou University were recruited and randomized to either three experimental groups or one control group. This research aims to investigate the evaluation methods of teaching oral implant clinical courses and estimate the effectiveness of a virtual simulation platform.
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