Aplicação da Realidade Virtual e da Realidade Aumentada no ensino das práticas cirúrgicas em Odontologia: uma revisão de escopo

Abstract

This scoping review aimed to map and synthesize the available scientific evidence on the use of virtual reality (VR) and augmented reality (AR) in the teaching of surgical procedures in dentistry, with an emphasis on their applicability, pedagogical benefits, and implementation challenges. The methodological framework followed the Joanna Briggs Institute (JBI) guidelines and the PRISMA-ScR checklist. The PCC strategy (Population, Concept, Context) was used to guide the research question. Searches were conducted across PubMed, Scopus, Web of Science, and Google Scholar, covering publications from 2013 to 2025. After screening and full-text analysis, 13 studies were selected. The included studies were grouped into four thematic categories: (1) immersive education and training, highlighting improvements in practical performance, learner autonomy, and engagement through realistic VR simulations; (2) augmented reality applied to orthognathic surgery, demonstrating increased accuracy in planning and surgical execution; (3) haptic and physical simulators, emphasizing the value of tactile feedback for the development of psychomotor skills; and (4) digital innovations and the emerging use of the metaverse in collaborative educational environments. The findings suggest that immersive technologies significantly enhance the development of clinical and cognitive competencies in dental education. However, challenges remain, particularly in Latin America, due to technological limitations, lack of standardized protocols, and insufficient faculty training. It is concluded that, while still evolving, the integration of VR and AR marks a substantial step forward in modernizing dental surgical education, offering safer, more efficient, and more inclusive learning experiences.