Background: Oral and cranio-maxillofacial (OCMF) surgery is a complex specialty that requires detailed anatomical knowledge and, in fracture care, the ability to interpret imaging accurately. Mixed reality (MR) may improve spatial understanding in anatomy-based disciplines, but its value for teaching mandibular fracture classification remains uncertain. Methods: Medical and dental students at the University of Zurich were randomized 1:1 to classify four unilateral mandibular fractures using either MR or conventional two-dimensional (2D) imaging. Primary outcomes were perceived usefulness, ease of use, learning, and user satisfaction, assessed with a 15-item usability questionnaire. Secondary outcomes were fracture-classification accuracy and time to fracture classification. Results: Forty medical and dental students were included. Baseline characteristics were comparable between groups, and overall fracture-classification accuracy did not differ significantly between MR and 2D. Both groups became faster across successive cases, indicating a learning effect, although the 2D group completed classifications more quickly overall. MR participants reported higher scores for learning and user satisfaction, whereas the 2D group rated ease of use more favorably. Conclusions: MR increased user satisfaction but did not improve fracture-classification accuracy compared with 2D imaging. When integrated thoughtfully into OCMF education, MR may complement, rather than replace, conventional imaging approaches.
Dirr et al. (Wed,) studied this question.