Recent advancements in digital and immersive technologies underscore the need for transformation in dental education; however, a new international study reveals that their adoption remains strikingly limited.
Traditional simulations, such as phantom heads and benchtop exercises, still dominate about 80 per cent of clinical training time, while haptic virtual reality (HVR) and mixed reality together account for only about 14 per cent and are used in just a small minority of postgraduate programs.
Drawing on 130 responses from educators across 115 institutions in 57 countries, the study—published in the Journal of Dental Education—offers a rare, worldwide panorama to date of how simulation is used in dental curricula.
The study shows that most students encounter simulation before treating patients, but this exposure is overwhelmingly non-immersive, risking a missed opportunity to prepare graduates for a digitally driven clinical reality. The findings highlight a clear equity gap: institutions in higher-income countries use HVR significantly more in undergraduate education than those in less well-resourced settings, exposing a growing digital divide in access to advanced training.
Barriers to the adoption of immersive technologies are no longer primarily about attitudes or awareness. Respondents point mainly to external constraints, such as limited funding, infrastructure, time, and training opportunities, alongside pockets of resistance among staff and students, while personal barriers such as lack of know-how or evidence are now comparatively minor. This suggests a global community of dental education that is conceptually ready but materially constrained.
The study delivers an evidence-based call to action for educators, leaders, and policymakers. It invites the global dental education community to transform scattered innovation into equitable, sustainable integration of immersive technologies.
