Discussion
GROUP B
In the present study VIPS training was given to final year BDS students (advanced beginners according Modified Dreyfus Model). The educational strategy was to assess the students ‘knows’ and ‘knows how’ components (Modified Millers model) of implant planning using VIPS (simulation) [The findings of this study demonstrated that hands-on VIPS training significantly improves students’ knowledge acquisition. Students belonging to group C (didactic lecture + video session + hands-on VIPS session) performed significantly better than the group A and B in both knowledge component (It is also worth noting that students who were subjected to videos for fully guided implant planning in addition to a didactic lecture (Group B) scored relatively higher than their batchmates who were only subjected to didactic lectures only (group A). However, the difference was not statistically significant (Furthermore, previous research has also shown that virtual simulation plays a central role in medical training, assessment, and self-learning [The feedback from the questionnaires, revealed that 94.44% strongly agreed that VIPS made it easier for them to familiarize with the process of implant planning. In the study by Lu et al et above 90% of the students strongly agreed that the virtual simulation session made it easier for them to familiarize with the endodontics and pulpotomy [Students enrolled on the virtual implant planning platform enjoy immense educational benefits; they preview lessons before, during and after classes or at any time on the platform [In comparison with conventional evaluation techniques, the virtual simulation teaching platform is more pragmatic and precise and measures training, and evaluation and consistently make improvements according to the instructor feedback [Medical and dental students find it relatively easy to familiarize themselves with novel technologies without having to undergo rigorous training unlike general populations [