Abstract / Summary
Manual dexterity is fundamental to preclinical dental training, yet opportunities for standardized early psychomotor practice remain limited. This study evaluated changes in simulator-based manual dexterity task performance following a curriculum-embedded virtual simulation course for second-year undergraduate dental students. Ninety-nine students completed identical pre- and post-training assessments using the man001 three-dimensional tunnel module over a six-week course; during the intervening training period, students practiced other, more advanced manual dexterity modules. Ninety-eight students completed an anonymous post-course questionnaire. The mean total score increased from 79.94 ± 4.54 to 86.26 ± 3.60, with a mean paired difference of 6.32 points (95% CI, 5.29–7.36; p < 0.001; Cohen’s dz = 1.22). Leeway decreased from 10.92 ± 4.53 to 4.96 ± 2.79 (p < 0.001), and container values also decreased (p < 0.001), whereas target performance did not change significantly (p = 0.169). Overall, 92.93% of students improved their total score. Most respondents reported active engagement (94.90%), considered the course helpful (96.94%), and perceived it as clinically relevant and supportive of theory–practice integration (98.98%). The six-week course was associated with short-term changes in man001 simulator-task performance and predominantly favorable student perceptions; further research is needed to explore the retention of these changes and their transfer to broader manual dexterity and physical preclinical procedures.