# Enhancing preclinical dental education through a VR-based digital platform for inlay tooth preparation

## TL;DR

A new VR-based digital platform improves dental students' learning and satisfaction in inlay tooth preparation training.

## Contribution

An innovative 3D digital platform for inlay/onlay dental training with measurable improvements in student performance and satisfaction.

## Key findings

- 48.03% of students scored 50 or higher on a 60-point exam assessing inlay preparation skills.
- Students showed high satisfaction with the platform's intuitive design and educational resources.
- Exploratory analysis identified perceived practicality, future application prospects, and time efficiency as key factors.

## Abstract

While virtual reality (VR) is increasingly applied in dental education, most existing VR simulation platforms focus predominantly on full crown preparation. In contrast, inlay/onlay training—despite its clinical significance—remains underrepresented. This study assesses a three-dimension (3D) digital platform’s impact on teaching effectiveness and student satisfaction in preclinical dental restoration.

We developed an innovative 3D digital learning platform to support preclinical dental students in performing restorative experiments. A total of 166 students voluntarily participated in the training. At the conclusion of the training, participants completed a comprehensive examination (maximum score: 60), designed to evaluate their understanding of key restorative concepts—including inlay preparation techniques, material selection, preparation design, and treatment planning. We also employed detailed questionnaires to evaluate effectiveness, user satisfaction, and willingness to continue using the platform. Test and questionnaire were specifically developed for this study and have not been published previously.

Of the 166 enrolled students, 152 completed the assessment, yielding a dropout rate of 8.43%. The average score in the final exam was 43.32 ± 16.17, with 48.03% of students scoring 50 or higher. Feedback revealed high satisfaction with the platform’s intuitive design and educational resources. Exploratory factor analysis identified three primary components: perceived practicality, future application prospects, and time efficiency. Most students reported increased motivation for independent study and improved understanding of fundamental inlay/onlay concepts.

The application of a digital inlay platform appears to improve the quality of teaching in dental restoration, suggesting a promising approach for practical teaching in tooth preparation.

The online version contains supplementary material available at 10.1186/s12909-025-08138-y.