LAUSR

PURPOSE The aim of this study is to determine whether the virtual simulation platform for root canal filling facilitates a quicker transition for students from theoretical coursework on root canal filling to practical experimental operations. METHODS One hundred and twenty-six fourth-year dental students were divided into four groups: two pre-class groups and two in-class groups. A theoretical test was taken before all hands-on training. Usage feedback was collected following the extraoral training phase. Students from pre-class groups had access to virtual learning before the experimental class, while those from in-class groups engaged in virtual learning after the first-day hands-on course. For submitted operational assignments, filling length and filling density were assessed as indicators of filling quality. Grades of root canal filling operation assignments were analyzed and compared. RESULTS The timing of conducting virtual simulation experiments has no significant impact on students' understanding of the theoretical content taught. Pre-class groups achieved higher grades in root canal filling of three-dimensional (3D) plastic premolars. There were no statistical differences among groups in the grades of root canal filling for 3D plastic incisors. Most students preferred to undergo virtual simulation experiments before operation class. CONCLUSION Although the virtual simulation platform for root canal filling did not improve the quality of root canal fillings performed by undergraduate students, it could have a positive effect on the smooth transition from theoretical courses to laboratory operations. The virtual simulation platform for root canal filling can serve as an effective supplementary resource for preclinical root canal filling education.