Exploring the attitudes, perceptions, and experiences of Swiss dental students in adopting simulated clinical teaching with haptic simulators: a qualitative study

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OBJECTIVES: This study evaluated dental students' attitudes towards training with haptic simulators (HS) within their preclinical dental curriculum. METHODS: Fourteen dental students (mean-age=28.9±4.4y, women: 50%) trained with both phantom heads and with haptic simulators were interviewed. The semi-structured interviews were audio-recorded, transcribed, translated, and analyzed using Braun and Clarke's reflexive thematic analysis. RESULTS: From an initial identified 65 codes, a final 50 codes were consolidated into six overarching themes (1. educational value and learning experience in PHT; 2. limitations and challenges of PHT; 3. perceptions, features, and usability of HS; 4. educational effectiveness and learning outcomes with HS; 5. Implementation barriers and training requirements for haptic simulators; 6. Integration and complementarity of training modalities). Participants perceived PHT as an essential and irreplaceable component of their preclinical education, particularly for developing foundational psychomotor skills, ergonomics, instrument handling, and procedural confidence. However, limitations related to realism, idealized working conditions, and restricted clinical variability were identified. HS was regarded as an innovative technology offering advantages such as repeatability, visualization, and procedural flexibility. Nevertheless, concerns regarding tactile realism, software maturity, clinical applicability, and limited training exposure were frequently reported. Students emphasized that haptic systems should function primarily as supplementary educational tools rather than replacements for traditional simulation. CONCLUSION: The findings indicate that phantom-head training remains the foundation of preclinical education, while haptic simulation is a valuable adjunct. Future longitudinal, multicenter, mixed-method studies with objective educational outcome measures are needed to guide curriculum integration and technological refinement, thereby defining the evolving role of haptic simulation in undergraduate dental education. CLINICAL SIGNIFICANCE: Haptic simulation may enhance preclinical dental education through flexible and repeatable procedural training. However, students continue to value the tactile realism and foundational skill development provided by conventional phantom head systems. Blended integration of digital and traditional simulation modalities may offer a more comprehensive and clinically relevant educational approach.

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Related topics: Dental Research and COVID-19 · Simulation-Based Education in Healthcare · Surgical Simulation and Training