HVRS as a complementary simulation-based learning environment grounded in experiential learning and deliberate practice¶
Design · All designs
Evidence · 4 claims (1 for, 3 mixed) · 3 studies (2 review, 1 quant-synthesis),q2· 0 of 3 report an effect size · 4 claims rest on one study
Description¶
The article frames haptic virtual reality simulation as a training tool that "combines three-dimensional visualization with tactile feedback," offering students "a realistic, interactive, and repeatable learning environment." It positions preclinical training models, including HVRS, as "structured learning environments grounded in experiential learning, deliberate practice, and simulation-based education principles." The mechanism proposed is that repeated practice in a controlled setting reduces cognitive load during the transition to clinical practice, allowing students to automatize procedural steps before treating real patients. The authors explicitly frame HVRS as complementary to, not a replacement for, conventional preclinical education.
Design Implications¶
Context¶
Requirements¶
- A single instructor following a standard protocol
- Supervision by a faculty member or researcher during training
- Simulator providing immediate on-screen validation of access cavity preparation
Constraints¶
- Cannot completely replace traditional phantom-based preclinical training
- Direct transfer of skills acquired in a virtual environment to real patient conditions may be limited
Target Learners¶
- fourth-year dental students treating patients for the first time in endodontics
Learning Goals¶
- endodontic access cavity preparation
- fine motor skills and hand–eye coordination
- three-dimensional anatomical perception
- clinical self-confidence
Claims¶
- Haptic virtual reality simulation reduces procedural time for pulpotomy training compared with conventional simulators [+W]
- Several included studies found haptic VR training equivalent rather than superior to conventional dental training [~W]
- Haptic simulator trials more frequently show superior accuracy outcomes when force-feedback and structured guidance are included [~W]
- VR tools enhance acquisition and retention of clinical and procedural skills but face barriers including cybersickness, limited tactile feedback and variable long-term skill transfer [~W]
Related Designs¶
Examples¶
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Key Sources¶
- Şimşek Emine, Satar Selimcan. (2026). The effect of haptic virtual reality simulation training before clinical endodontic practice on student performance and perception. BMC Medical Education. https://doi.org/10.1186/s12909-026-09577-x
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
hvrs-complementary-simulation-theory |
title |
HVRS as a complementary simulation-based learning environment grounded in experiential learning and deliberate practice |
description |
The article frames haptic virtual reality simulation as a training tool that "combines three-dimensional visualization with tactile feedback," offering students "a realistic, interactive, and repeatable learning envir... |
status |
review |
generated |
by process:settle-candidates on 2026-11-04 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — şimşek-emine-2026 |
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