Authors: Michaela Lovejoy, Rylee Udom, Lindsey Fry, Hailey Roubidoux, Makayla Dunbar, Kali Hunt, Mandy Gibbs, Lisa Welch
Mentors: Lisa Welch
Insitution: Utah Tech University
Traditional dental radiography education necessitates the exposure of both clinician and patients to radiation to build clinician skill. Virtual reality (VR) may enable practitioners to learn valuable hands on skills without the use of expensive equipment and without patient or operator exposure to radiation. The purpose of the research is to determine if access to practice in virtual reality (VR) using a specifically designed application, builds skill competency in dental radiology compared with traditional practice methods. A convenience sample of 24 first year dental hygiene students at Utah Tech University were recruited and randomly assigned to the test and control groups. Test group participants were given access to a VR headset with a dental radiology skill practice application installed. Control group participants were given access to traditional dental radiography skill practice methods. To encourage participation, an incentive of a $10 Amazon gift card upon completion of the study was offered. Data will be collected via skill competency evaluation at two-months, mid-term grade scores and final grade scores from the participants’ dental radiology laboratory course. To increase internal validity and reliability, investigators responsible for skill competency evaluation will be blinded and undergo both intra and inter-rater reliability testing to 95% agreement. Upon completion of the Fall semester 2023, data will be analyzed using ANOVA repeated measures between factors accounting for the two independent variables of traditional practice and practice in VR and the dependent variables of competency assessment scores, mid-term and final clinical course grades. Alpha will be set at 0.05. Should it be determined that practice in VR contributes to student learning, VR may enable students to practice additional health science skills in a safe, low stakes environment; thus, increasing student experiential learning and contributing to increased student and patient safety.