[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-study-detail:100600418":3},{"organization":4,"armGroups":7,"interventions":24,"overallOfficials":29,"centralContacts":36,"locations":29,"responsibleParty":45,"collaborators":29,"id":49,"slug":50,"hasResults":51,"nctId":52,"briefTitle":53,"officialTitle":54,"acronym":29,"eligibilityCriteria":55,"healthyVolunteers":56,"sex":57,"minAge":29,"maxAge":29,"enrollmentInfo":58,"targetDuration":29,"studyType":61,"phases":62,"briefSummary":64,"conditions":65,"keywords":69,"overallStatus":75,"whyStopped":29,"lastUpdateSubmitDate":76,"lastUpdatePostDateStruct":77,"startDateStruct":80,"completionDateStruct":82,"leadSponsor":84,"locationsCount":29},{"fullName":5,"class":6},"Saglik Bilimleri Universitesi","OTHER",[8,14,19],{"label":9,"type":10,"description":11,"interventionNames":12},"Virtual Reality Haptic Simulator","EXPERIMENTAL","VRHS simulator will be used by dental students before treating a real patients in the endodontic clinical practice.",[13],"Procedure: Virtual Reality Haptic Simulator",{"label":15,"type":10,"description":16,"interventionNames":17},"Mobile app","Mobile app simulator will be used by dental students before treating a real patients in the endodontic clinical practice.",[18],"Procedure: Mobile app",{"label":20,"type":6,"description":21,"interventionNames":22},"Control","Control group will directly treat patients in the endodontic clinical practice withot prior exposure to any additional educational models",[23],"Procedure: Control",[25,30,33],{"type":26,"name":9,"description":27,"armGroupLabels":28,"otherNames":29},"PROCEDURE","Students will use a virtual reality haptic simulator as an adjunct educational tool before treating real patients in the clinical setting.",[9],null,{"type":26,"name":15,"description":31,"armGroupLabels":32,"otherNames":29},"Students will use a mobile app as an adjunct educational tool before treating real patients in the clinical setting.",[15],{"type":26,"name":20,"description":34,"armGroupLabels":35,"otherNames":29},"Students will directly treat real patients without using virtual reality haptic simulator or mobile app.",[20],[37,42],{"name":38,"role":39,"phone":40,"phoneExt":29,"email":41},"Sıla Nur Usta, Associate Professor","CONTACT","0090 507 279 5558","silandeniz29@gmail.com",{"name":43,"role":39,"phone":44,"phoneExt":29,"email":29},"Cangül Keskin, Professor","0090 541 420 39 09",{"type":46,"investigatorFullName":47,"investigatorTitle":48,"investigatorAffiliation":5,"oldNameTitle":29,"oldOrganization":29},"PRINCIPAL_INVESTIGATOR","Sıla Nur Usta","Professor (Associate)","100600418","the-impact-of-virtual-reality-haptic-simulators-and-mobile-apps-in-endodontic-clinical-practice-100600418",false,"NCT07097233","The Impact of Virtual Reality Haptic Simulators and Mobile Apps in Endodontic Clinical Practice","The Impact of Virtual Reality Haptic Simulators and Mobile Apps on Manual Competence, Stress Levels, and Self-confidence of Dental Students in Endodontic Clinical Practice: A Randomized Clinical Trial","Inclusion Criteria for dental students:\n\n* having undergone similar training in access cavity preparation on extracted human teeth, with equivalent duration and methodology during their 2nd and 3th- years of preclinical education from the same educator\n* not having previous experience regarding the use of VRHS and\u002For mobile app;\n* having received the same theoretical lecture in endodontics\n* not currently using any medication for anxiety, depression, or systemic illness\n* demonstrating at least a moderate level of computer literacy, as assessed by a standardized questionnaire\n* possessing a baseline knowledge regarding access cavity preparation, determined by a brief theoretical quiz.\n\nInclusion Criteria for included teeth:\n\n* maxillary central or lateral incisors with apical periodontitis and only occlusal cavity\n* teeth with absence of any dental malformations\n* teeth suitable for rubber dam isolation.\n\nExclusion Criteria for dental students:\n\n* Prior experience using virtual reality haptic simulators (VRHS) or the Dental EndoMaster mobile application\n* Inconsistent or insufficient preclinical training in access cavity preparation (e.g., trained by a different educator, different duration or methodology).\n* Did not attend or receive the same theoretical endodontics lecture as peers.\n* Currently taking medications for anxiety, depression, or systemic illnesses that may affect cognitive or motor function.\n* Demonstrating low computer literacy, as determined by a standardized self-assessment tool.\n* Failing to achieve the minimum required score (e.g., \\\u003C60 points) on the theoretical quiz about access cavity preparation.\n* Refusal to provide informed consent or incomplete demographic\u002Fevaluation forms.\n* Previous clinical experience in endodontics (e.g., performing real access cavity preparations on patients prior to the study).\n\nExclusion Criteria for teeth:\n\n* Teeth other than maxillary central or lateral incisors (e.g., molars, premolars, mandibular teeth)\n* Presence of extensive caries beyond occlusal cavity, restorations, or prosthetic crowns.\n* History of previous endodontic treatment in the selected tooth.\n* Dental malformations, such as dens invaginatus, dens evaginatus, or root anomalies.\n* Calcified canals or limited canal visibility on radiographs\n* Teeth not suitable for rubber dam isolation\n* Patients with systemic diseases (e.g., immunocompromised, uncontrolled diabetes)\n* Patients who are noncompliant, do not consent to student treatment, or express discomfort with participation in the study\n* Pregnant or breastfeeding patients (optional, depending on ethical standards).",true,"ALL",{"count":59,"type":60},30,"ESTIMATED","INTERVENTIONAL",[63],"NA","Endodontics presents unique challenges due to the complexity and precision required in procedures such as access cavity preparation, canal instrumentation, and obturation. In this context, access cavity preparation is widely regarded as a critical step in endodontic treatment, as it facilitates the identification of the main root canal anatomy and enables effective chemomechanical debridement of the root canal system. However, the clinical application of this procedure can be particularly challenging for undergraduate students, as patients requiring endodontic care often present with varying degrees of anatomical complexity and clinical difficulty. These variations increase the of procedural complications. This is evident during the fourth year of dental education, when clinical endodontic training typically begins and students are required to perform their first treatments on patients. Initial attempts are often prone to failure due to limited theoretical knowledge, inadequate operative skills, and elevated stress levels. Therefore, ensuring comprehensive and well-structured preclinical training through the use of innovative educational strategies plays a critical role in both facilitating an effective transition to clinical practice and minimizing the risk of potential mishaps.The integration of virtual reality haptic simulators (VRHS) has shown considerable promise in enhancing the quality of endodontic preclinical education. VRHS provides students with an immersive, interactive environment that closely replicates real clinical scenarios, allowing for the development of tactile perception, fine motor control, and procedural accuracy in a risk-free setting. These simulators also encompass the potential drawbacks, such as a lack of standardized feedback and restricted opportunities for repetitive learning of traditional preclinical educational methods. In addition, through the advancements on the internet and mobile technology, mobile applications have become a game-changing tool for dental education. Mobile apps offer a flexible and self-paced learning environment that can be tailored to individual needs, thereby promoting greater engagement and a more interactive, immersive educational experience. As well as the VRHSs, mobile apps also simulate the clinical scenarios and procedures, providing students with the opportunity to develop and refine their skills within a structured and risk-free educational environment. Although the effectiveness of simulators has been investigated in endodontic preclinical settings using artificial teeth, their potential impact on real clinical performance and outcomes remains largely unexplored. Similarly, the role of mobile apps in endodontic education-particularly their effectiveness at the clinical level-has not been adequately studied.",[66,67,68],"Manual Dexterity","Self-Confidence","Stress Level",[70,71,72,73,74],"dental education","dental students","educational virtual reality","endodontics","mobile app","NOT_YET_RECRUITING","2025-07-24",{"date":78,"type":79},"2025-07-31","ACTUAL",{"date":81,"type":60},"2025-08-15",{"date":83,"type":60},"2025-09-20",{"name":5,"class":6}]