Assessing a Virtual Scenario-Based Training System for Enhancing Clinical Reasoning and Communication in Dental Education

Ye Cao; Siyang Yuan; Yongchu  Pan; Zixin Yan; Zhendong Wang; Zhaolan Guan; Luwei Liu; Bin Yan

doi:10.1186/s12903-026-07723-x

Assessing a Virtual Scenario-Based Training System for Enhancing Clinical Reasoning and Communication in Dental Education

Ye Cao
, Siyang Yuan
, Yongchu Pan
, Zixin Yan
, Zhendong Wang
, Zhaolan Guan
, Luwei Liu (Lead / Corresponding author)
, Bin Yan (Lead / Corresponding author)

Dentistry

Research output: Contribution to journal › Article › peer-review

1 Citation (Scopus)

3 Downloads (Pure)

Abstract

Background: This study aims to assess the effectiveness of a virtual scenario-based clinical reasoning training system to improve clinical reasoning and communication skills among dental students.

Methods: Seventy fourth year dental students, who had completed dental basic science and didactic courses over the past two years, were recruited. After completing an eight-week conventional preclinical training, they engaged in a four-week clinical communication and reasoning training programme using the virtual scenario-based clinical reasoning training system. All students underwent a communication skills and clinical reasoning assessment before and after using this virtual training system, and their scores, including each module and total scores, were compared using Paired t tests or Wilcoxon signed-rank tests. The level of significance was P < 0.05. Students were asked to provide feedback through a survey to identify the usability and their perceived benefits or drawbacks of this system.

Results: After using the virtual scenario-based clinical reasoning training system four times with different cases, students' scores in all modules (history-taking, examination, diagnosis, and treatment) and total scores improved significantly (P < 0.05). Post-training clinical reasoning competence scores (86.13 ± 1.79) were significantly higher than pre-training scores (74.66 ± 2.18), and communication skills also showed significant enhancement (P < 0.05). The average System Usability Scale (SUS) score was 70.14 ± 4.96, indicating above-average system usability. Most students were satisfied with the system (92.86%), acknowledged its advantages of innovative and interesting lectures and effectiveness in improving clinical reasoning (71.43%) and communication skills (67.14%).

Conclusion: The application of the virtual scenario-based clinical reasoning training system in clinical communication and reasoning training programme can improve students’ clinical reasoning and communication skills.

Original language	English
Article number	367
Journal	BMC Oral Health
Volume	26
Early online date	21 Jan 2026
DOIs	https://doi.org/10.1186/s12903-026-07723-x
Publication status	Published - 24 Feb 2026

Keywords

Clinical competence
Clinical reasoning
Dental education
Patient communication
Simulation training
Virtual reality

ASJC Scopus subject areas

General Dentistry

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Final published version, 1.35 MBLicence: CC BY-NC-ND

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title = "Assessing a Virtual Scenario-Based Training System for Enhancing Clinical Reasoning and Communication in Dental Education",

abstract = "Background: This study aims to assess the effectiveness of a virtual scenario-based clinical reasoning training system to improve clinical reasoning and communication skills among dental students. Methods: Seventy fourth year dental students, who had completed dental basic science and didactic courses over the past two years, were recruited. After completing an eight-week conventional preclinical training, they engaged in a four-week clinical communication and reasoning training programme using the virtual scenario-based clinical reasoning training system. All students underwent a communication skills and clinical reasoning assessment before and after using this virtual training system, and their scores, including each module and total scores, were compared using Paired t tests or Wilcoxon signed-rank tests. The level of significance was P < 0.05. Students were asked to provide feedback through a survey to identify the usability and their perceived benefits or drawbacks of this system. Results: After using the virtual scenario-based clinical reasoning training system four times with different cases, students' scores in all modules (history-taking, examination, diagnosis, and treatment) and total scores improved significantly (P < 0.05). Post-training clinical reasoning competence scores (86.13 ± 1.79) were significantly higher than pre-training scores (74.66 ± 2.18), and communication skills also showed significant enhancement (P < 0.05). The average System Usability Scale (SUS) score was 70.14 ± 4.96, indicating above-average system usability. Most students were satisfied with the system (92.86\%), acknowledged its advantages of innovative and interesting lectures and effectiveness in improving clinical reasoning (71.43\%) and communication skills (67.14\%). Conclusion: The application of the virtual scenario-based clinical reasoning training system in clinical communication and reasoning training programme can improve students{\textquoteright} clinical reasoning and communication skills. ",

keywords = "Clinical competence, Clinical reasoning, Dental education, Patient communication, Simulation training, Virtual reality",

author = "Ye Cao and Siyang Yuan and Yongchu Pan and Zixin Yan and Zhendong Wang and Zhaolan Guan and Luwei Liu and Bin Yan",

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AU - Cao, Ye

AU - Yuan, Siyang

AU - Pan, Yongchu

AU - Yan, Zixin

AU - Wang, Zhendong

AU - Guan, Zhaolan

AU - Liu, Luwei

AU - Yan, Bin

N1 - Publisher Copyright: © The Author(s) 2026.

PY - 2026/2/24

Y1 - 2026/2/24

N2 - Background: This study aims to assess the effectiveness of a virtual scenario-based clinical reasoning training system to improve clinical reasoning and communication skills among dental students. Methods: Seventy fourth year dental students, who had completed dental basic science and didactic courses over the past two years, were recruited. After completing an eight-week conventional preclinical training, they engaged in a four-week clinical communication and reasoning training programme using the virtual scenario-based clinical reasoning training system. All students underwent a communication skills and clinical reasoning assessment before and after using this virtual training system, and their scores, including each module and total scores, were compared using Paired t tests or Wilcoxon signed-rank tests. The level of significance was P < 0.05. Students were asked to provide feedback through a survey to identify the usability and their perceived benefits or drawbacks of this system. Results: After using the virtual scenario-based clinical reasoning training system four times with different cases, students' scores in all modules (history-taking, examination, diagnosis, and treatment) and total scores improved significantly (P < 0.05). Post-training clinical reasoning competence scores (86.13 ± 1.79) were significantly higher than pre-training scores (74.66 ± 2.18), and communication skills also showed significant enhancement (P < 0.05). The average System Usability Scale (SUS) score was 70.14 ± 4.96, indicating above-average system usability. Most students were satisfied with the system (92.86%), acknowledged its advantages of innovative and interesting lectures and effectiveness in improving clinical reasoning (71.43%) and communication skills (67.14%). Conclusion: The application of the virtual scenario-based clinical reasoning training system in clinical communication and reasoning training programme can improve students’ clinical reasoning and communication skills.

AB - Background: This study aims to assess the effectiveness of a virtual scenario-based clinical reasoning training system to improve clinical reasoning and communication skills among dental students. Methods: Seventy fourth year dental students, who had completed dental basic science and didactic courses over the past two years, were recruited. After completing an eight-week conventional preclinical training, they engaged in a four-week clinical communication and reasoning training programme using the virtual scenario-based clinical reasoning training system. All students underwent a communication skills and clinical reasoning assessment before and after using this virtual training system, and their scores, including each module and total scores, were compared using Paired t tests or Wilcoxon signed-rank tests. The level of significance was P < 0.05. Students were asked to provide feedback through a survey to identify the usability and their perceived benefits or drawbacks of this system. Results: After using the virtual scenario-based clinical reasoning training system four times with different cases, students' scores in all modules (history-taking, examination, diagnosis, and treatment) and total scores improved significantly (P < 0.05). Post-training clinical reasoning competence scores (86.13 ± 1.79) were significantly higher than pre-training scores (74.66 ± 2.18), and communication skills also showed significant enhancement (P < 0.05). The average System Usability Scale (SUS) score was 70.14 ± 4.96, indicating above-average system usability. Most students were satisfied with the system (92.86%), acknowledged its advantages of innovative and interesting lectures and effectiveness in improving clinical reasoning (71.43%) and communication skills (67.14%). Conclusion: The application of the virtual scenario-based clinical reasoning training system in clinical communication and reasoning training programme can improve students’ clinical reasoning and communication skills.

KW - Clinical competence

KW - Clinical reasoning

KW - Dental education

KW - Patient communication

KW - Simulation training

KW - Virtual reality

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DO - 10.1186/s12903-026-07723-x

M3 - Article

C2 - 41566298

SN - 1472-6831

VL - 26

JO - BMC Oral Health

JF - BMC Oral Health

M1 - 367

ER -

Assessing a Virtual Scenario-Based Training System for Enhancing Clinical Reasoning and Communication in Dental Education

Abstract

Keywords

ASJC Scopus subject areas

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