Haptic dental simulators are gaining recognition for training dental students. However, there needs to be more evidence of their pedagogical effectiveness. The primary aims were to (1) identify the published studies related to the application of virtual reality (VR) and haptic technology in the restorative dentistry training of dental students, (2) recognize the outcome criteria used in the published studies, and (3) determine the subjective evaluation of VR and haptic technology in the restorative dentistry training by the students. A comprehensive literature search was conducted to find scholarly articles that assessed the utilization of VR and haptics in training students in restorative dentistry. The investigation was performed via seven online databases: Scopus, Web of Science Core Collection, PubMed, Science Direct Freedom Collection, Latin American & Caribbean Health Sciences Literature (LILACS), EMBASE, and MEDLINE. Of the 268 potential articles assessed, 22 met the inclusion criteria. Findings demonstrated feasibility and acceptability. Additionally, there was improved motor skill acquisition and retention and less time for dental restoration after haptic virtual reality training. With the rising evidence of efficacy and increased utilization of digital technologies, virtual reality, and haptics has a role in improving students’ education outcomes.
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Effect of Training Sequence on Learning Outcomes Using a Haptic Virtual Simulator for Endodontic Access Cavities: A Controlled Experimental Study Andreina Fernandes da Silva, Thais Pereira, Ángel Arturo López-González, Raúl Cuesta Román, Joan Obrador de Hevia, Pere Riutord-Sbert Dentistry Journal.2026; 14(2): 99. CrossRef
Comparative Performance of Haptic Virtual Simulation vs. Conventional Training in Class V Cavity Preparation: A Paired In Vitro Study Aitor Basterra López, Sebastiana Arroyo Bote, Ángel Arturo López-González, Raúl Cuesta Román, Joan Obrador de Hevia, Pere Riutord-Sbert Dentistry Journal.2026; 14(2): 109. CrossRef
Augmented and virtual reality in dental and oral and maxillofacial surgery education: a systematic review with a taxonomy of training technologies Mathias Maes, Jasper Deferme Van Gerven, Robin Willaert, Reinhilde Jacobs BMC Medical Education.2026;[Epub] CrossRef
Clinical impact of virtual reality–Based simulation on procedural skill acquisition in dentistry: A systematic review of randomized controlled trials Muhammad Anas, Muhammad Usman Sultan, Mahnoor Umrani, Fatma E.A. Hassanein Journal of Stomatology Oral and Maxillofacial Surgery.2026; 127(4): 102788. CrossRef
Impact of Virtual Reality and Haptic Simulators in Dental Education and Training Among Dental Students: An Umbrella Review Amirul Faiz Luai, Nur Dini Ahmad Zawawi, Fadhli Rusli, Galvin Sim Siang Lin, Masako Nagasawa, Haslina Rani, Young‐Seok Park, Tuti Ningseh Mohd Dom, Rahimah Abdul Kadir European Journal of Dental Education.2026;[Epub] CrossRef
EVALUATION OF THE EFFECTIVENESS OF AI ALGORITHMS AND TRADITIONAL CAD MODELING IN THE DESIGN OF ORTHOPEDIC APPLIANCES: A CLINICAL STUDY V.M. Dvornyk, D.M. Korol, D.D. Kindii, V.D. Kindii, S.G. Zubchenko, D.V. Kalashnikov Ukrainian Dental Almanac.2026; (1): 47. CrossRef
Global research patterns on haptic simulation in dental education: A scientometric perspective Gabriel Barriga-Yauri, Fran Espinoza-Carhuancho, Cesar Mauricio-Vílchez, Ivan Calderon, Felipe Lozano, Lucia Quispe-Tasayco, Frank Mayta-Tovalino Educación Médica.2026; 27(3): 101180. CrossRef
Self-Perceived Confidence and Clinical Preparedness in Restorative Dentistry Among Undergraduate Dental Students Hazza A. Alhobeira, Ahmed A. Madfa, Teflah S. Alhudayris, Noor M. Alharthi, Abdullah F. Alshammari Journal of Medical Education and Curricular Development.2026;[Epub] CrossRef
Immersive Virtual Reality with Haptic Simulators for Dental Education: A User Acceptance Study in Poland Łukasz Zadrożny, Aleksandra Orlańska, Małgorzata Ponto-Wolska, Waldemar Ćwirzeń, Leopold Wagner, Anuradha Polster, Iwona Bąk, Małgorzata Przybyła-Kasperek, Anna Bartosiewicz, Ivan Darby, Piotr Sulikowski European Journal of Dentistry.2026;[Epub] CrossRef
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Effects of Virtual Reality, Augmented Reality and Haptic Technology Versus Conventional Training on Dental Education Outcomes: An Umbrella Review Claudio Corvalan‐Diaz, William Havellas, Vesna Miletic European Journal of Dental Education.2026;[Epub] CrossRef
Can haptic reinforced VR simulation transform preclinical pulpotomy training? Insights into skill acquisition, student perceptions, and educational impact: randomized controlled trial Anabel Gramatges-Rojas, María Florencia Sittoni-Pino, Nicla Flacco, Oscar Musalem-Dominguez, Mercedes Spinelli, Szabolcs Felszeghy, Santiago Arias-Herrera Frontiers in Oral Health.2025;[Epub] CrossRef
Evaluation of dental students’ tooth preparation skills using conventional phantom labs versus advanced simulation technologies: a comparative study Burcu Kızılırmak, Mehmet Gözen, Neslihan Güntekin BMC Medical Education.2025;[Epub] CrossRef
The impact of preclinical education on operative and restorative skills in dental students: a survey-based evaluation Elif Türkeş Başaran, Burcu Dikici, Gülşah Yenier Yurdagüven, Haktan Yurdagüven BMC Medical Education.2025;[Epub] CrossRef
New Virtual Reality Educational Tool for Evaluating Dental Mirror Technique Skills: A Pilot Study Rei Nagasawa, Takumi Sato, Yuto Isogai, Yui Yamada, Takashi Imamura, Noritaka Fujii Dentistry Journal.2025; 13(12): 566. CrossRef
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Application of virtual reality haptic simulators in periodontics: insights from dental professionals Santiago Arias-Herrera, Zaraida Catala-Oriola, Joao Firmino-Canhoto, Anabel Gramatges-Rojas, María Florencia Sittoni-Pino, Nicla Flacco Frontiers in Oral Health.2025;[Epub] CrossRef
Purpose The role of simulation-based education (SBE) in enhancing communication has been established in the literature. To ensure achieving desired outcomes from SBE initiative, the individual learners, their experiences, and environments need to be considered. This study aimed at exploring the perception of post-graduate dental students regarding their participation in SBE sessions, around selected communication skills, designed in alignment with the assumptions of adult learning theory and steps of Kolb’s experiential learning cycle.
Methods This study utilized a qualitative design. Six focus-group sessions were conducted following the SBE sessions. The generated data was inductively investigated using a multi-staged participant-focused approach to thematic analysis, based upon constructivist epistemology. NVivo was utilized to facilitate text Fragments’ coding and categorization.
Results Forty-three post-graduate dental students participated. The analysis resulted in 16 categories spread across five sequential phases of the SBE experience. The “input” theme referred to the resources needed for the SBE process, and included three categories: facilities, personnel, and teaching materials. The second theme included steps of SBE “process”: pre-brief, simulation, and debrief. The third, fourth, and fifth themes constituted the short- and longer-term results of the SBE intervention. The participants reported instant benefits on confidence in their expertise in communicating with patients and their guardians. Additionally, perceived effects on the empathy and professionalism were reported.
Conclusion SBE, that is based upon adult and experiential learning theories, and developed after thorough consideration of the individual learners, and their experiences and learning environments, holds potential in enhancing communication skills among post-graduate dental students.
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The future of evidence-based dentistry in developing Africa heavily depends on a sustainable establishment of a vibrant dentist-scientist workforce. A dentist scientist is saddled with the responsibility of carrying out robust cutting edge research projects that are inspired by clinical experience. Currently, there are no pipelines in place to systematically train such dentists, neither are there programs in place to allow trained African dentists choose such a career pathway. A dentist-scientist is a person who studied oral, dental, maxillofacial (or craniofacial) diseases, prevention, and population sciences (obtaining a medical degrees such as bachelor of dental surgery [BDS] or BChD) alone; or in combination with other advanced degrees such as doctor of dental surgery (DDS)/doctor of philosophy (PhD) or BDS/PhD. This situation has resulted in overdependence of African clinical practice on research findings from technologically advanced Western countries and a decline in clinical research capacity building. The career path of a dentist-scientist should involve research along the spectrum of basic biomedical sciences, translational, clinical and public health sciences. There are several factors responsible for the ultra-low count of dentist-scientist in the heterogeneous African communities such as: poor biomedical research infrastructure; lack of funding; absence of structured dentist scientist career pathways; lack of personnel, inter alia. Hence, this review hopes to discuss the opportunities of setting up a dentist-scientist training pathway in Africa (as obtains in most developed world settings), identify opportunities and prospects of developing an African dentist-scientist workforce, and finally discuss the challenges involved.
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