Student learning of head and neck anatomy using cone beam computed tomography and immersive virtual reality

Abstract

Objectives The purpose of this study was to evaluate the efficacy of student learning of anatomy and 3D imaging concepts using cone beam computed tomography (CBCT) and immersive virtual reality (VR) technology. Methodology Ninety (n = 90) first year dental students with no previous experience in 3D imaging were recruited. All participants completed a 10‐item, multiple‐choice questionnaire (MCQ) and a pre‐survey prior to the educational intervention. Following a brief video orientation on CBCT and anatomy, each participant underwent a one‐on‐one educational intervention using immersive VR with calibrated instructors to identify head and neck anatomic structures using a VR/CBCT educational tool. Immediately following the intervention, all participants completed a postsurvey, a second MCQ, NASA task load index and presence questionnaires. Participants completed a third MCQ 2 weeks following the intervention. Analysis of objective measures of performance on MCQ's (p < 0.05) and subjective data from the questionnaires was completed. Results The students doubled their mean test scores 2.45 ± 1.274 to 5.99 ± 1.576 on MCQ's immediately following the educational intervention (p < 0.05). The significant increase in the MCQ test scores was maintained after 2 weeks, 5.73 ± 1.721 (p < 0.05). There were no gender differences in student test performance. Students rated the immersive VR/CBCT educational intervention experience highly for control, sensory, and realism factors with minimal distraction and frustration factors. Conclusion Results from this study show that immersive VR/CBCT educational intervention improved test performance and contributed to information recall in students. Further benefits reported by participants include the sense of presence and increased engagement using immersive VR.

The application of virtual reality and augmented reality in dentistry – a literature review

“…10 Immersive VR has been reported to be as effectual as the traditional learning methods, that may benefit from VR enhancing the educational experience and knowledge retention of dental students by compounding head and neck anatomy, CBCT/OPG images and immersive VR technology in learning of the anatomy, 3D imaging and radiology concepts. 11,12 A device that helps dental students become proficient with the use of indirect vision by carrying out mirror training exercises like the Mirrosistant is an example of one such application of VR. 13 AR on the other hand is a computer-generated artificial virtual scenario.…”