Perception of Dental Faculty Regarding Development of Preclinical Endodontic Simulation Curriculum for Undergraduate Dental Students in Pakistan

Introduction: Dental education's globalization necessitates that curricula meet international standards, and simulation technologies provide opportunities to enhance skill acquisition in endodontics. This study investigates faculty perceptions on implementing a simulation-based curriculum in Pakistan, focusing on preclinical training effectiveness and potential integration challenges. Methods: A cross-sectional study, employing probability sampling, was conducted among endodontics faculty across Pakistan. Using a validated online questionnaire distributed via Google Forms, the study gathered quantitative data on faculty perceptions regarding the simulation curriculum's design, assessment methods, and implementation. Results: Among the 33 participants, 63.6% were male, and 69.7% had over 8 years of experience. Faculty responses indicated strong support for simulation integration, with concerns about feasibility given resource limitations. Many endorsed haptic VR's potential for improving clinical skills, though practical barriers such as cost and faculty training were highlighted. Conclusion: There is significant interest in implementing a structured simulation-based endodontics curriculum in Pakistan. While faculty are positive about simulation's benefits, institutional support and resource allocation will be essential for effective integration to enhance skill acquisition and patient safety in endodontics education, ensuring that students receive comprehensive training and workshops that meet international standards. By leveraging simulation-based learning, dental education in Pakistan can evolve to produce competent and confident practitioners equipped to address the challenges of modern clinical practice.