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 Group I 2 demonstrated a significant reduction in anxiety levels ( p = 0.006) and an improvement in performance scores ( p < 0.001) between phases. Group M 2 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.