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Introduction: To facilitate the advancement of dental education in Malaysia, it is imperative to get insight into the perceptions held by dental students towards the current situation of the Educational Environment (EE). Moreover, in the current evolution of the educational framework, a shift is occurring from the conventional pedagogical approach to the implementation of simulation-based experiences. For a better understanding of virtual learning, it is crucial to determine students' level of technology readiness. Aim: To identify the students' perceptions regarding the present dental EE in Malaysia and their technology readiness for a simulation-based teaching and learning model and to verify whether technology readiness influences students' perceptions of the present EE. Materials and Methods: The study utilised a cross-sectional survey design. A total of 146 dental students enrolled in year 4 and year 5 of three dental faculties in Malaysia were invited to this study from May to June 2023. The survey used the Dundee Ready Educational Environment Scale (DREEM) and the modified Technology Readiness Index (TRI) to measure students' perceptions of EE and readiness for the new educational model. Mann-Whitney U tests were conducted to explore the differences among different demographic information for both DREEM and modified TRI. Multivariable linear regression analysis was conducted to determine associated factors with the TRI score. Pearson's correlation coefficient was used to measure the correlation between DREEM and modified TRI. All tests for statistical significance were carried out using Statistical Package for Social Sciences (SPSS) software version 26.0. Results: The overall global score of DREEM was 127.74/200. Comparing the subscale and global DREEM scores between public and private universities, significant differences were found in all dimensions and global DREEM scores except for students' Social Self-Perception (SSP). Year four Undergraduate (UG) students showed more positivity in Students' Perception of Learning (SPL) (p=0.020) and Students' Perception of Teachers (SPT) (p=0.031) than year five students. While the overall mean score of the modified TRI was 3.08/5. The level of technology readiness would not affect the overall global DREEM score. Conclusion: Dental UGs' perception of the EE is considered to be "more positive than negative." However, improvements are needed in SPL and SPT. Generally, dental UGs in Malaysia have reached an adequate technology readiness level toward simulation-based teaching and learning. [ABSTRACT FROM AUTHOR]

Virtual learning is a medium that can enhance students' understanding of a specific topic. The emergence of the COVID-19 pandemic provided an opportunity for dental education to shift from traditional learning to blended learning as it began to utilize technology to help students study effectively. In this study, we collaborated with experts in the field of dentistry to reach a consensus about which topics are appropriate to include in the virtual learning module about the biomechanics of tooth movement. We convened a panel of five experts who had a minimum of two years of experience in teaching orthodontics and introduced them to the Nominal Group Technique (NGT), which is a well-established, organized, multistep, assisted group meeting technique for generating consensus. The following ten key topics were identified for inclusion in the module: physiology of tooth movement; tooth movement–definition, type, theory, indications; force systems; anchorage; fixed appliances; biomaterials related to tooth movement; removable appliances; factors affecting tooth movement; iatrogenic effect of tooth movement; and current advances and evidence regarding tooth movement. The modified NGT approach led to the development of a ranked thematic list of the topics related to the biomechanics of tooth movement that can be delivered to students via virtual learning. [ABSTRACT FROM AUTHOR]