A future at your fingertips
The game-changing impact of virtual haptic simulators in endodontic education
Virtual reality has long been the stuff of science fiction, but in dental education it is no longer a distant dream. Imagine stepping into a digital world where every motion of your hand is precisely replicated, every instrument responds with lifelike resistance and mistakes can be corrected without consequences.
This is where virtual haptic simulators step in, revolutionising the way students learn, practise and refine their skills before ever touching a real patient.1 This level of realism is particularly groundbreaking in endodontics, where millimetre-level precision is crucial.
As in other dental specialties, pre-clinical training in endodontics is a complex and multifaceted process which includes several tasks. Traditionally, students practice using extracted teeth or resin models, both of which present limitations. Extracted teeth vary in anatomy and availability, while resin models fail to replicate the true tactile resistance and feedback of natural enamel, dentin and pulp. Thus, virtual haptic simulators can bridge these gaps in preclinical education by offering a standardised, repeatable and highly realistic training experience in a risk-free environment, significantly impacting the quality of endodontic education.1, 2
Introducing students to surgical concepts early in THEIR training using haptic technology can foster a deeper understanding of endodontic microsurgery
The literature indicates that these simulators are particularly employed to simulate the preparation of the endodontic access cavity, a procedure that presents significant challenges for students and is often associated with various complications. In this sense, this force-feedback technology can enhance hand-eye coordination and reinforce the principles of conservative access design.2, 3 Moreover, real-time error detection alerts students to deviations from ideal cavity preparation, fostering a self-correcting learning process that is often challenging to achieve in conventional preclinical endodontic training.
Beyond conventional endodontic procedures, virtual haptic simulators also unlock exciting possibilities for training in surgical approaches that are typically challenging to teach in a preclinical setting, offering students a chance to work on complex procedures in a controlled environment. Surgical concepts such as osteotomy and apicoectomy, which require dexterity and precision, cannot be fully developed through textbook learning. Therefore, introducing students to surgical concepts early in their training using haptic technology can foster a deeper understanding of endodontic microsurgery and may increase the number of clinicians who feel competent to perform such interventions in clinical practice.2
In addition to their technical benefits, virtual haptic simulators also address a critical but often overlooked aspect of dental education, student psychology. Dental students, especially those in high-precision fields like endodontics, often suffer from performance anxiety. The fear of making a mistake under the watchful eyes of instructors, the pressure to meet clinical standards, and the ever-present worry of being judged by peers can turn learning into a nerve-wracking experience.4
What if that fear could be replaced with confidence? Research shows that simulation-based training is not just about technical skills; it is a powerful stress reliever. By practising in a controlled, risk-free environment, students are freed from fear of failure and embrace the learning process. Instead of stepping into their first real-life patient case with trembling hands and racing thoughts, those who train on tactile simulators can confidently perform treatments, fully aware of the clinical scenarios they may encounter.5 This is not just better training; it is a mindset shift that changes everything.
Of course, like any technology, virtual haptic simulators come with some challenges. They require significant investment, and some educators hesitate to shift away from traditional learning and teaching methods.1 There is also the concern that no simulator, no matter how advanced, can fully replace real patient interactions. But let’s be honest – does it make sense for a student’s first experience with an endodontic treatment to be on a real patient? Would we rather not have them refine their skills in a space where mistakes do not have real consequences?
Endodontics is not just about drilling and filling – it is about precision, control and confidence. Within the challenging world of endodontics, virtual haptic simulators are more than just training tools; they are transforming how students approach their education. Educators need to understand that the future of dental education is not just about learning – it is about feeling, mastering and leveraging technology. And that is a game-changer.
Find out more about the VR-Haptic Thinkers
Sıla Nur USTA is Assistant Professor, Department of Endodontics, Gulhane Faculty of Dentistry, the University of Health Sciences, Türkiye.
References
- Felszeghy S, et al J Dent Educ. 2024 Dec 17. doi: 10.1002/jdd.13800. ↩︎
- Reymus M, Liebermann A, Diegritz C. Virtual reality: an effective tool for teaching root canal anatomy to undergraduate dental students – a preliminary study. Int Endod J. 2020 Nov;53(11):1581-1587. doi: 10.1111/iej.13380. ↩︎
- Carpegna G, Scotti N, Alovisi M, Comba A, Berutti E, Pasqualini D. Endodontic microsurgery virtual reality simulation and digital workflow process in a teaching environment. Eur J Dent Educ. 2023 Sep 16. doi: 10.1111/eje.12946. ↩︎
- Chen Y, Deng J, Li B, Yang Y, He Z, Ye L, Zhang L, Ren Q, Zheng Q. Curriculum setting and students’ feedback of pre-clinical training in different dental schools in China-A national-wide survey. Eur J Dent Educ. 2022 Feb;26(1):28-35. doi: 10.1111/eje.12669. ↩︎
- Carpegna G, Scotti N, Alovisi M, Comba A, Berutti E, Pasqualini D. Endodontic microsurgery virtual reality simulation and digital workflow process in a teaching environment. Eur J Dent Educ. 2023 Sep 16. doi: 10.1111/eje.12946. ↩︎