Simulation-Based Education in Traumatic Dental Injuries: A Systematic Review.

BACKGROUND/AIM: Learning traumatic dental injury management is challenging for dental students. Although clinical guidelines provide structured recommendations, it remains difficult to translate theoretical knowledge into clinical decision-making for complex trauma cases. Various types of simulation are increasingly used in dental education and may represent a valuable approach for improving training in dental traumatology. The aim of this systematic review was to evaluate the use of simulation-based education in dental traumatology among dental students, focusing on knowledge acquisition, clinical performance, and self-confidence.

MATERIALS AND

METHODS

Following PRISMA guidelines, a systematic search was conducted in the MEDLINE/PubMed and Scopus databases in January 2026, with prior registration on PROSPERO (CRD420261296263). Inclusion criteria targeted studies involving dental students and evaluating simulation-based training in dental traumatology, in English, reporting on knowledge, performance, or self-confidence. The risk of bias was evaluated using the Risk of Bias in Non-randomized Studies of Interventions and the Risk of Bias in Randomized Trials tools.

RESULTS

Out of 880 records initially identified, six studies met the inclusion criteria. All six studies investigated procedural simulation through hands-on training using physical models. Simulation-based training was consistently associated with improvements in knowledge, clinical performance, and self-confidence in managing traumatic dental injuries. However, all studies operated at Kirkpatrick levels 1-2, and three presented a high risk of bias.

CONCLUSIONS

Simulation-based training in the management of traumatic dental injuries shows preliminary potential educational benefits, particularly in terms of students' self-confidence and perceived competence. However, all included studies assessed outcomes only at the first two levels of the Kirkpatrick model, with no assessment of clinical behavior change or patient outcomes. Greater diversity in simulation modalities and improved standardization of simulation protocols are needed. Simulation scenarios should be better aligned with established frameworks used in healthcare simulation-based education. Moreover, future studies evaluating simulation in dental education would benefit from more rigorous methodological designs and standardized outcome measures.