Simulation technologies in dental education: achievements, limitations and prospects

INTRODUCTION. Modern dental education is facing the need for transformation in the context of a shortage of clinical bases, ethical constraints and growing demands on the quality of graduate training. Simulation technologies are considered as a key tool for solving these problems.

AIM. The purpose of this PICO study was to answer the following question: «Can simulation training be considered as an alternative to the traditional practical training of dental students?»

MATERIALS AND METHODS. A systematic review was conducted in accordance with the principles of PRISMA 2020. Publications for 2015-2025 were searched in 8 electronic databases (PubMed, Cochrane, Ebsco, Embase, Web of Science, ScienceDirect, SciELO and eLibrary). After eliminating duplicates and applying selection criteria, the review included 25 relevant publications.

RESULTS. Simulation technologies demonstrate significant potential in improving manual skills. The key advantages are the endless repeatability of procedures, instant feedback and objective evaluation. However, serious limitations have been identified: unrealistic tactile feedback, functional narrowness (64% of solutions focus only on dissection), high cost of equipment ($100,000+), resistance from teachers, and methodological heterogeneity of research. An important risk is the formation of «hyper-confidence» among students and a lack of clinical thinking due to the absence of the human factor in the simulations.

CONCLUSIONS. Despite impressive results in standardized procedures, simulation technologies cannot completely replace traditional learning. Their successful integration requires overcoming economic, methodological and pedagogical barriers. The future is seen in creating hybrid educational ecosystems, where technological precision is complemented by the development of empathy and clinical thinking, and open standards and international cooperation help overcome barriers.

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