J Dent Educ. 2026 Apr 11. doi: 10.1002/jdd.70228. Online ahead of print.
ABSTRACT
PURPOSE/OBJECTIVES: Dental education is undergoing a digital transformation, yet the adoption of immersive technologies such as haptic virtual reality (HVR) remains limited. This study aimed to map global adoption trends, barriers, and opportunities for equitable integration of HVR in dental curricula.
METHODS: A 73-item global survey (July-August 2025) was distributed to dental educators across 57 countries via professional networks and social media. The mixed-methods instrument, validated by experts, assessed simulation methods, usage, barriers, and perceptions. Descriptive and exploratory inferential statistics (e.g., one-way ANOVA, Kruskal-Wallis, and chi-square tests) were used to analyze quantitative data, while thematic analysis was used to analyze qualitative responses. Ethical approval was granted by a university ethics review board (No. 13/2023).
RESULTS: Responses from 130 educators (115 institutions, 57 countries) showed traditional methods (phantom heads, n = 118; benchtop exercises, n = 84) dominating (∼80% clinical training time), while HVR (n = 42, primarily in undergraduate programs) and mixed reality (n = 14, primarily in undergraduate programs) were less prevalent, especially in postgraduate programs (10% HVR use). Barriers in implementing HVR simulators were mainly external, with a lack of resources (66.3%) and resistance from staff and students (21.3%), while personal barriers such as technological limits (9.0%), lack of training (2.2%), and lack of evidence (1.1%) were less common (total n = 89). Countries with higher socioeconomic status were found to use HVR more in undergraduate education than the less well-off countries (p = 0.002).
CONCLUSION(S): Immersive technologies remain underutilized in dental education, particularly at the postgraduate level, creating potential gaps in clinical preparedness. Strategic integration, collaboration, and sustainability-focused adoption may enhance equity and clinical readiness, informing accreditation and policy reforms.
PMID:41964327 | DOI:10.1002/jdd.70228
