Abstract:

Background:
Endodontics is one of the most technically demanding areas of dental education, requiring precision, spatial understanding, and confident decision-making. For undergraduate students, it often represents a stressful experience due to the complexity of root canal anatomy and the potential irreversible nature of the procedures. Traditional phantom-head simulators provide safe conditions for practice but offer limited feedback and standardization. Haptic virtual reality simulation (HVRS) has emerged as a valuable complement, creating a realistic, interactive environment where students can strengthen their technical competence and confidence through feedback-driven training.

Methodology:
At Universidad Europea de Valencia, haptic virtual reality simulation was integrated across both preclinical and clinical stages of the undergraduate endodontic curriculum using the Simodont® Dental Trainer. During the preclinical stage, students were divided into two training modalities: a conventional group practicing on artificial teeth, and a haptic-enhanced group that first completed endodontic access cavity preparations on virtual premolars using Simodont®. During the clinical stage, students previously exposed to Simodont® performed endodontic treatments on real patients under supervision, while a comparison group continued with the traditional approach. After each phase, students completed structured questionnaires evaluating the simulator’s realism, usefulness, confidence, and emotional readiness for patient care.

Results:
Across both preclinical and clinical settings, students consistently reported positive perceptions of haptic virtual reality simulation. During the preclinical stage, the Simodont® Dental Trainer was valued for improving spatial understanding, precision, and readiness to practice. Students appreciated the opportunity to rehearse procedures without patient risk and to receive immediate visual and tactile feedback. In the clinical stage, those previously trained with Simodont® felt more confident, less anxious, and better prepared to perform endodontic treatments on real patients compared with peers who followed traditional training. Although some noted that the tactile sensation was not fully realistic, most participants preferred a hybrid approach combining virtual and physical simulation. Perceptions remained positive across both stages, suggesting effective transfer of skills, confidence, and emotional readiness from simulation to clinical practice.

Conclusion:
Haptic virtual reality enhances both technical and emotional learning in endodontics. Its integration across preclinical and clinical stages fosters confidence, and a smoother transition to patient care. Hybrid implementation with conventional training remains the most effective approach.

Keywords:

Dental education, endodontics, haptic virtual reality, Simodont, student perception, experiential learning.