A scoping review of simulation-based dental education

Abstract

In order to meet the needs of student learning within a competency-based pedagogy, it is necessary to understand the current philosophies and modalities being used in dental and oral health simulation-based education. The aim of this literature review is to identify the existing research relating to the educational structure of dental and oral health simulation activities. The review is presented as a scoping review, formulated and conducted using a modified five stage methodological framework. Despite evidence showing that the healthcare simulation model is ideal for learning and assessments of non-clinical and clinical tasks such as psychomotor skills, there is a paucity of published literature relating to simulation in dental and oral health education. Out of 72 initial articles only six papers related to dental preclinical psychomotor skills in an educational setting, none of which were deemed high-quality. Deficiencies in these papers included no statements defining underpinning educational theory, limited acknowledgement of evidence-based simulation activities including preparation, briefing, simulation, feedback, debriefing, reflection and evaluation. Given the widespread use of simulation in dentistry, academics should be encouraged to publish their scholarly activities in simulation-based dental education in order so that all dental faculties can work towards developing contemporary simulation curriculum to provide optimum teaching and learning opportunities for students.

Current trends in removable partial prosthodontics education in dental colleges of Pakistan

“…This will help to improve the students training experience as well as enhance their expertise in rehabilitating CPD cases once they graduate. In the era of e‐learning, simulation‐based learning by interactive software program can be encouraged that would expose the students to designing dentures in various different clinical scenarios, thus helping them in clinical practice even if they have not treated a multitude of patients in actual clinical setting 24 …”

How do we teach simulation‐based dental education? Time for an evidence‐based, best‐practice framework

“…This research reveals that contemporary healthcare simulation curriculum designs are built on frameworks and supported by educational theories. A scoping review 56 has previously identified a lack of literature that explicitly states foundational frameworks and educational theories associated with dental simulation research. Further, there are many unique considerations to simulation‐based education within the dental context.…”

Simulation design and students’ satisfaction with home‐based simulation learning in oral health therapy

“…18 Jeffries highlighted five key concepts of simulation design, namely the use of clear objectives to guide simulation learning, fidelity or approximation to clinical reality, range in task complexity with varying levels of uncertainty and relevant information, the provision of cues and prompts if students are unable to process the situation, and debriefing. 19 While simulation design has been assessed in medical and nursing education, there is little literature on simulation design in dental education, 20,21 let alone in the home-based setting.…”