Digital Technologies in Undergraduate Dental Education: A Scoping Review

Abstract

Digital technologies are becoming increasingly embedded in undergraduate dental curricula, with the potential to support learning and skills development. This scoping review mapped recent evidence on the implementation and educational applications of contemporary digital technologies in undergraduate dental education. A literature search was conducted in PubMed, Scopus, and Web of Science to identify studies published between 2021 and 2025. The review was conducted in accordance with the PRISMA-ScR reporting guidelines and included studies investigating digital technologies in undergraduate dental education. A total of 24 studies met the inclusion criteria. The identified technologies included virtual reality and simulation-based learning systems, digital and 3D-printed educational models, digital assessment and feedback systems, web-based learning platforms, artificial intelligence applications, CAD/CAM technologies, and digital clinical devices. Across the included studies, the reported educational outcomes most commonly concerned practical performance, knowledge acquisition, student engagement, self-assessment, and satisfaction, with many studies focusing on short-term preclinical or learner-reported outcomes. Virtual simulation and digital assessment systems were the most extensively investigated technologies. The available evidence suggests that digital technologies may support undergraduate dental education when used as adjuncts to conventional teaching methods. However, the effectiveness of specific blended-learning models requires direct comparative evaluation. Future research should prioritize longitudinal and methodologically rigorous studies examining long-term knowledge retention, clinical competence, educational quality, and the transfer of acquired skills to professional practice.