The Impact of Artificial Intelligence-Enabled Virtual Simulation on Clinical Reasoning in Dental Students in Managing Temporomandibular Disorders

Background The study aims to compare the efficacy of a virtual simulation-based teaching approach with a traditional method for clinical thinking training in temporomandibular disorders(TMD) for dental students. Methods This study developed a virtual simulation program for clinical thinking training related to TMD, which includes basic knowledge learning, virtual simulation practice, and learning effect testing. A quasi-experimental design was adopted, with 97 senior dental students as the experimental group, receiving the virtual simulation experimental teaching mode; and 81 senior students of the same major as the control group, adopting the traditional teaching mode. The teaching efficacy was evaluated through theoretical tests, written experimental reports, and questionnaires. Result The experimental group achieved significantly higher theoretical test score (84.6 ± 8.5 vs 78.7 ± 9.8, p  < 0.0001) and operational skills total score (89.1 ± 7.4 vs 79.8 ± 9.2, p  < 0.001) compared to the control group. In individual operational skills assessments, the experimental group outperformed the control group in history-taking, palpation, image interpretation, diagnosis, and treatment plan formulation. Additionally, the experimental group reported significantly higher satisfaction in theoretical learning, clinical thinking and operational skills, and overall satisfaction indicating greater engagement and perceived effectiveness of the virtual simulation model. Conclusion The virtual simulation system enhances learning engagement, clinical skills, theoretical knowledge retention via personalized pathways and real time feedback, thereby improving students' competence in TMD diagnosis and treatment planning.