A Systematic Review and Proposed Model for Integrating Virtual Reality Simulation Tools with Problem-Based Learning Method in Preclinical and Clinical Endodontics and Restorative Dentistry

Background: Recent technological advancement have brought many opportunities for educators to integrate innovative techniques to maximize student learning. Problem-based learning (PBL) remains the cornerstone of teaching in preclinical and clinical dentistry. Objective: This study aimed to identify the applicability of virtual reality (VR) tools within the educational framework of PBL, and to propose a model for integrating VR techniques into PBL for dental education. Methodology: We conducted a systematic review of the literature.We identified articles between January 2003 and January 2022 by searching five electronic databases (PubMed, Scopus, Cochrane, Ovid MEDLINE, and Ovid OLDMEDLINE). Obtained literatures were examined based on PICO criteria following a preset of inclusion and exclusion principles. Results: A total of 17 studies were included in this review based on the search methodology employed. No observational studies directly explored VR in conjunction with PBL in endodontics or restorative dentistry. Studies however discussed either VR or PBL in relation to endodontic and/or restorative dentistry indicating lack of empirical work in this area. Nonetheless, the limited data available demonstrated the need for improvements in the performance levels of students adopting VR-enhanced PBL.
Conclusion: Problem-based learning method can benefit from augmentation with VR and simulation platforms for teaching preclinical dental students a wide variety of clinical procedures, refine their motor skills, thereby minimizing errors on actual patients and promoting more integrated learning. We propose that a learning model integrating VR and PBL is integrated in dental education.