Auditory Stimuli and Performance Outcomes in Simulation‐Based Dental Education: A Randomised Repeated‐Measures Study

AIM: This study aimed to evaluate the effects of auditory stimuli on performance scores and anxiety levels during endodontic treatment procedures conducted on artificial molar teeth in a simulation laboratory setting. METHODOLOGY: This single-blinded, randomised repeated-measures study was conducted with 105 third-year dental students. Participants were allocated into three groups: Mozart's music (Group M), no music (Group N), and individually selected music (Group I). Each group performed root canal treatments on artificial molars in two phases: a quiet environment for all groups in Phase 1 and under different auditory conditions in Phase 2. Anxiety levels (measured using the STAI-S) before and after each procedure, performance scores, and procedure times were recorded. Statistical analyses included paired t-tests, one-way ANOVA, chi-square tests, and Fleiss' multi-rater kappa (α = 0.05). RESULTS: showed a significant decrease in anxiety levels (p < 0.001) but no significant performance change. Group N showed no significant changes between phases (p > 0.05). The overall inter-rater agreement was almost perfect (Kappa = 0.824, p < 0.001). CONCLUSIONS: Auditory stimuli, particularly individually selected music, were associated with improved performance scores and reduced anxiety during preclinical endodontic training. These findings suggest the integration of personalised auditory interventions as a feasible strategy to enhance simulation-based dental education.