Frontiers in oral health · 2026
Artificial intelligence and immersive digital technologies in periodontal education: a systematic review.
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Wei Yiping, Li Ying, Hu Wenjie, Kang Jun, Han Ziyao, Zhen Min, Wang Cui
Аннотация
OBJECTIVES: The purpose of the systematic review was to evaluate the application and efficacy of artificial intelligence (AI) and immersive digital technologies in periodontal education.
METHODS: We conducted a comprehensive search of PubMed, Embase, Web of Science, and Cochrane Central Register of Controlled Trials up to July 2025, supplemented by manual searches. Risk of bias was assessed using the Cochrane Risk of Bias 2.0 tool for randomized controlled trials and the Joanna Briggs Institute checklists for quasi-experimental and analytical cross-sectional studies.
RESULTS: Fifteen studies encompassing 3062 dental trainees and practitioners were included. Immersive digital technologies, including haptics-based virtual reality (VR), 360°VR, and virtual patient simulations, improved procedural skills, learner engagement, and communication abilities, particularly when combined with traditional training. AI applications such as explainable AI, AI-enhanced imaging, and large language models (LLMs) showed mixed outcomes. AI-assisted diagnostic tools offered limited advantage over conventional methods and may introduce automation bias. LLMs displayed variable accuracy and reliability.
CONCLUSIONS: Dental educators should use blended, sequenced immersive digital technologies to enhance procedural and communication skills. AI diagnostic tools require safeguards against automation bias. LLMs can assist with grading but are unreliable as test-takers. Future multi-center randomized controlled trials are needed to assess long-term effectiveness and cost-efficiency.
SYSTEMATIC REVIEW REGISTRATION: https://www.crd.york.ac.uk/PROSPERO/view/CRD420251027251, PROSPERO CRD420251027251.
METHODS: We conducted a comprehensive search of PubMed, Embase, Web of Science, and Cochrane Central Register of Controlled Trials up to July 2025, supplemented by manual searches. Risk of bias was assessed using the Cochrane Risk of Bias 2.0 tool for randomized controlled trials and the Joanna Briggs Institute checklists for quasi-experimental and analytical cross-sectional studies.
RESULTS: Fifteen studies encompassing 3062 dental trainees and practitioners were included. Immersive digital technologies, including haptics-based virtual reality (VR), 360°VR, and virtual patient simulations, improved procedural skills, learner engagement, and communication abilities, particularly when combined with traditional training. AI applications such as explainable AI, AI-enhanced imaging, and large language models (LLMs) showed mixed outcomes. AI-assisted diagnostic tools offered limited advantage over conventional methods and may introduce automation bias. LLMs displayed variable accuracy and reliability.
CONCLUSIONS: Dental educators should use blended, sequenced immersive digital technologies to enhance procedural and communication skills. AI diagnostic tools require safeguards against automation bias. LLMs can assist with grading but are unreliable as test-takers. Future multi-center randomized controlled trials are needed to assess long-term effectiveness and cost-efficiency.
SYSTEMATIC REVIEW REGISTRATION: https://www.crd.york.ac.uk/PROSPERO/view/CRD420251027251, PROSPERO CRD420251027251.