Conclusions
Applying information technology to the practical aspects of training, creating a flexible and networked virtual simulation teaching platform, and establishing a training model can effectively compensate for the deficiencies of conventional practical teaching. A hybrid system of teaching dental students that incorporates didactic lectures, video demonstrations and hands-on sessions of virtual implant planning has the greatest impact on knowledge acquisition, retention, and mastery of content. The utilization of virtual implant planning in the training of dental undergraduate students improved their performance scores. We suggest that virtual implant planning should be introduced in the curriculum of undergraduate dental surgery programs.