To investigate the differences between Simodent virtual simulation system and traditional head-simulation model in the evaluation of students′ training score with cariology laboratory course.

Both of Simodent virtual simulation system and traditional head-simulator were simultaneously applied among 2012 grade five-year BDS students of Guanghua School of Stomatology, Sun Yat-sen University. During cavity preparation, each students′ operating time, deviation of floor of cavity and cavity rim with Simodent virtual simulation system, as well as subjective scores with traditional method (plaster and resin teeth) were recorded. Teaching questionnaire was applied to investigate the teaching effects of Simodent virtual simulation system. Using SPSS 20.0 statistical software, all of the students′ scores and the questionnaire data were recorded and analyzed by the statistical method of One-Way ANOVA.

The teaching scores of traditional head-simulation model were relatively subjective, and there were no significant differences of students′ scores (t_plaster= 0.33, P_plaster= 0.72; t_resin= 0.50, P_resin= 0.61) . Simodent virtual simulation system was able to evaluate the operating level of each student more accurately, and there were significant differences between different groups of students (t_time= 1.04, P_time= 0.04; t_deviation= 1.70, P_deviation= 0.02) . Results of questionnaire revealed that most students could accept Simodent virtual simulation system, and the system was much easier to master after the training of traditional cavity preparation. Virtual simulation system required further improvement in aspects of data module and operating.

Traditional head-simulation model should be applied in combination with Simodent virtual simulation system. Simodent virtual system has obvious advantages in the assessment of operation accuracy, and it will be more responsive to the needs of future simulation teaching with further improvement.