Objective: To explore the application effect of digital virtual simulation combined with the traditional teaching mode in the postgraduate prosthodontics course instruction, providing practical and theoretical support for the reform of postgraduate prosthodontics education. Methods: Seventy-four postgraduate dental students enrolled in September 2023 were selected as the control group and taught using the traditional teaching mode; eighty-five postgraduate dental students enrolled in September 2024 were selected as the experimental group and taught using the digital virtual simulation combined with the traditional teaching mode for prosthodontics. After the instruction, the theoretical assessment scores, practical operation scores, clinical thinking ability scores, teaching satisfaction, and incidence of adverse events were compared between the two groups. Results: After the instruction, the average theoretical assessment scores and practical operation assessment scores of the control group were lower than those of the experimental group (both P<0.001); the clinical thinking ability scores of the experimental group were significantly higher than those of the control group (t=14.196, P<0.001); the teaching satisfaction of the experimental group was significantly higher than that of the control group (?²=8.614, P=0.003<0.01); the incidence of adverse events during practical operations in the experimental group was significantly lower than that in the control group (?²=4.802, P=0.028). Conclusion: The digital virtual simulation combined with the traditional teaching mode can effectively enhance postgraduate students’ mastery of prosthodontics theoretical knowledge, practical operation skills, and clinical thinking abilities, improve teaching satisfaction, and reduce the incidence of adverse events during practical operations. It is superior to the traditional single teaching mode and is worthy of promotion and application in postgraduate dental course instruction.