Virtual Reality in Preclinical Orthognathic Surgery Education for Dental Students

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Abstract
Purpose: Orthognathic surgery is a complex and critical field within oral and maxillofacial surgery, necessitating extensive training and precise knowledge. Traditional educational methods have been supplemented with advanced technologies, such as virtual reality (VR), to enhance learning outcomes. This study aims to evaluate the effectiveness of VR‐based preclinical training compared to traditional training methods among fifth‐year dental students (undergraduates). Materials and Methods: Twenty‐six participants with no prior experience in orthognathic surgery were randomly assigned to either a traditional training group or a VR training group. Both groups underwent a 2‐week preclinical training programme. Assessments conducted immediately after and 1 year following the training included professional knowledge evaluations, difficulty and effectiveness surveys and study burden assessments. Results: The results indicated that the VR group outperformed the traditional group in both immediate (86.77 ± 5.00 vs. 78.62 ± 8.98, p = 0.0086) and long‐term knowledge assessments (80.71 ± 6.55 vs. 57.76 ± 13.55, p < 0.0001). Participants in the VR group reported higher confidence in understanding the steps of the procedure and lower perceived difficulty and workload. Discussion: VR technology represents a significant advancement in the teaching of orthognathic surgery. VR‐based training can substantially improve the quality of dental education, providing valuable support for the training of future orthognathic surgeons. Conclusion: These findings underscore the potential of VR technology to significantly improve educational outcomes in orthognathic surgery training, providing a more engaging and efficient learning experience.

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