42 Introduction Clinical dentistry is one of the most demanding areas for education. The development of clinical competence requires the assimilation of large amounts of knowledge combined with the acquisi- tion of clinical skills and problem-solving ability. Clinical skills include skills in patient consultation and physical examination, as well as skills in per- forming a clinical procedure. Clinical problem solving requires the ability to synthesise the infor- mation obtained from interaction with a patient, possibly special tests, such as radiographs, and integrate this information with the dentist’s knowl- edge and experience in order to diagnose and man- age the patient’s problem. Currently, training in clinical competence fol- lows an apprenticeship approach, which consists of close supervision of students while they interact with patients. Unfortunately, sometimes, this method of training can subject patients to discom- fort, risk of complications, and prolonged treatment times. There may also be limited access to profes- sional training in more complex scenarios with a corresponding difficulty of training in a time-effec- tive manner. Classically, pre-clinical operative training for dental students has consisted of a combination of theoretical teaching and practical exercises in the laboratory. This method is costly, time-consuming, and inexact. On completion of such pre-clinical An Overview of Virtual and Augmented Reality in Dental Education Mihaela Dutã 1 , Corneliu I. Amariei 2 , Crenguta M. Bogdan 3 , Dorin M. Popovici 4 , Nicolae Ionescu 5 , Cristina I. Nuca 6 1 Ph.D., D.D.S. Lecturer, Department of Dental Technologies, Faculty of Dental Medicine, Ovidius University, Constanta, Romania. 2 Ph.D., D.D.S. Professor, Department of Oral Health and Dental Management, Faculty of Dental Medicine, Ovidius University, Constanta, Romania. 3 Ph.D., Lecturer, Faculty of Mathematics and Informatics, Ovidius University, Constanta, Romania. 4 Ph.D., Associate Professor, Faculty of Mathematics and Informatics, Ovidius University, Constanta, Romania. 5 Ph.D., D.D.S. Lecturer, Department of Dental Propaedeutics, Faculty of Dental Medicine, Ovidius University, Constanta, Romania. 6 Ph.D., D.D.S. Associate Professor, Department of Preventive Dentistry, Faculty of Dental Medicine, Ovidius University, Constanta, Romania. Abstract Introduction: Clinical dentistry is a complex area for education. This is because the development of clinical competence requires the assimilation of knowledge combined with the acquisition of clinical skills and problem-solving ability. In recent years, a variety of computer-based modalities—including intelligent tutoring systems, medical simulation, and virtual reality techniques and the development of Web 2.0 collaborative authoring and social networking tools—has become available. Aims: The aims of this paper are to provide an overview of the use of one of these modalities—vir- tual and augmented reality systems—in dental education and to discuss the strengths and weaknesses of these systems. Methods: A literature review was performed, using the search terms “virtual reality” and “dental education”. Secondary literature searching was then performed. Results: The review suggested that the use of virtual and augmented reality technologies offers the advantages of the reinforcement of theoretical dental knowledge, correct use of dental instru- ments, ergonomic positioning, students’ self-evaluation, faster acquisition of skills and positive student perception. In general, any disadvantages arise because most of the dental simulators that use virtual and augmented reality are in an early/experimental stage. Conclusions: It can be concluded that virtual and augmented reality systems will play an increasing role in dental education. These technologies are likely to change clinical training and encourage the use of reflective forms of assessment, which involve students in a self-assessment process to identify individual learning needs and self-directed learning. These innovations promise not only lower costs of the educational process, but also an increase in quality by providing a new set of pedagogical tools for dental schools. Key Words: Quality, Higher Education, Virtual Reality, Augmented Reality, Technology, Innovation Corresponding author: Mihaela Dutã, Lecturer, Faculty of Dental Medicine, Ovidius University, 7 Ilarie Voronca Str., 900684, Constanta, Romania; e-mail: dutamihaela@gmail.com