The COVID‐19 pandemic has had an immediate and dramatic impact on dental education. The Association of Dental Education in Europe decided to carry out an investigation to assess the immediate response of European Academic Dental Institutions. An online survey was sent to both member and non‐member dental schools to investigate the impact on non‐clinical and clinical education, assessment and the well‐being/pastoral care measures implemented. The preliminary findings and discussion are presented in this paper, for the responses collected between the 25 March and 5 April 2020. The survey at this time of publication is ongoing, and detailed results can be accessed https://adee.org/covid‐19‐european‐dental‐education%E2%80%99s‐immediate‐response.

Dental task trainer simulators using haptics (virtual touch) offers a cost-effective method of teaching certain clinical skills. The purpose of this study is to evaluate students’ performance in removing artificial caries after training with either a haptic dental chair simulator with virtual reality or a traditional dental chair simulator with a mannequin head. Cluster Randomized Controlled Trials in two cohorts, both Year 1 dental students. Students taught using traditional dental chair simulators were compared with students taught using haptic-based simulators on their ability to cut a cavity in a plastic tooth following training. Across both cohorts, there was no difference in the quality of cavity cut, though students’ technique differed across the two simulator groups in some respects. No difference was seen across both cohorts in the quality of cavity cut for a simple preparation, though students in the haptic condition performed less well in the more demanding task. Moreover, students in the haptic group were also less likely to be perceived to be ‘holding the instrument appropriately’. These findings suggest further investigation is needed into the differences in handling of instruments and level of clinical task difficulty between the simulators.

Background: Haptics‐enhanced virtual reality (VR‐haptic) simulation in dental education has evolved considerably during the past decade, representing a promising resource of simulation‐based training opportunities to support conventional practice. We aim to summarize current literature on the applications of VR‐haptics in learning, practicing, and teaching dental education.Methods: A literature search was performed using PubMed, focusing on research articles published between January 2010 and January 2024. Out of the 667 articles that matched the search terms (dentistry, education, haptic, teaching, training, virtual reality), 105 were screened, and 42 were eligible for full‐text reading and utilization. Findings from an ongoing educator survey on the use of VR‐haptics in dental education have also been provided.Results: VR‐haptic simulation has been shown to have a supportive role in dental simulation practice. Despite training within a digital world, hand skill transfer to the real world has been demonstrated, which affords educators more flexibility in how to train their students before and during traditional preclinical and clinical practical education. The individualized VR‐haptic training and feedback help students in mastering essential working techniques, while also increasing engagement and motivation.Conclusions: VR‐haptics‐supported dental education can help students effectively address challenges during their preclinical and clinical training, as well as in their subsequent careers, and it may help mitigate some weaknesses of the current educational system. Validation is a key factor for the acceptance of VR‐haptic simulators; thus, further research and verification are needed before VR‐haptics could be considered a primary hand skill development method of learning in dental education. VR‐haptic simulation may in the future be used as an assessment tool for the students’ and clinicians’ credentialing process.