Deconstructed Learning in Pre-Clinical Dental Education Using Virtual Reality Simulation

Aim:

The aim of this project is to assess if Virtual Reality, as an operative dental education tool, results in superior learning (as measured via a transfer task) when it is employed to provide deconstructed part-task exercises instead of facilitating whole-task repetitive practice.

- Literature Review: Explore contemporary uses and applications of VR in operative dental education (Scoping Review).

- Design of a Task Analysis approach through which operative tasks can be deconstructed into their sub-component tasks and reveal their underlying cognitive structure.

- Application of the Task Analysis approach to deconstruct an operative procedure (caries removal and cavity preparation).

- Creation of task-specific VR simulator exercises from the identified sub-components.

- Randomised control trial to assess the interventions: Deconstructed part-task versus whole-task training using VR simulation.

- Evaluation of results using: 1) Quantitative measures of performance, retention and transfer to establish superiority. 2) Qualitative evaluation of participant opinion to explore themes relating to perceptions and acceptability of the experimental approach.

- Presentation of a recommended approach for Task Analysis of operative tasks to support learning using deconstructed VR simulator exercises.

Results:

- Motor skills research and student opinion do not support the premise that VR simulation should replace traditional phantom head simulation.

- The theory of motor skills specificity should be integrated into teaching to optimise transfer to target contexts.

- Task Analysis can be applied to produce a consensus, revealing divergence in operative approaches and promoting discussions leading to an agreed institutional approach.

- Task Analysis is a powerful tool for uncovering the underlying cognitive basis of tasks which can be used to develop deconstructed exercises or other new learning materials.

- Deconstructed exercises manage the complexity of learning operative tasks and facilitate the optimisation of transfer to other contexts. Such exercises can be effective and are welcomed by learners.

- Deconstructed learning may result in superior retention of declarative facts and improved judgement when compared to whole-task teaching approaches.