Implementation of a Web‐Based Patient Simulation Program to Teach Dental Students in Oral Surgery

Weiner, Carina Krüger; Skålén, Maya; Harju-Jeanty, Dick; Heymann, Robert; Rosén, Annika; Fors, Uno; Lund, Bodil

doi:10.1002/j.0022-0337.2016.80.2.tb06068.x

Cited by 22 publications

(20 citation statements)

References 10 publications

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“…For this reason, the lack of interaction itself can somehow affect the retention of the material 36 . In this regard, interaction with others and group discussions must be taken into account in the design of virtual patient courses, especially when the courses cover diagnosis and treatment 2,28,37 …”

Section: Discussionmentioning

confidence: 99%

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Effectiveness of virtual patients in teaching clinical decision‐making skills to dental students

Mardani

Cheraghian

Naeeni

et al. 2020

Journal of Dental Education

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Objectives The aim of this study was to investigate the effect of virtual patient‐based training on the clinical decision‐making ability of dental students. Methods This quasi‐experimental study with pretest and posttest design was conducted on 76 (2015 admitted) dental students of Shiraz Dental School in 2018–2019. The study samples were randomly divided into 2 groups: intervention (web‐based virtual patient training = 36) and control (face‐to‐face case‐based training, n = 40). The data collection tools in this study included a questionnaire consisting of 2 sections: demographic information and procedural knowledge. The key‐feature test was used to measure procedural knowledge and problem‐solving ability in students. Content validity was confirmed by 7 faculty members. Statistical analysis was carried out using SPSS Statistics version 23.0. Descriptive statistics were used to describe the samples, Independent‐t test was used to compare the scores between the 2 groups, and repeated measures ANOVA was used to assess the effect of time on the training provided. P < 0.05 was considered as the acceptable significance level. Results The mean clinical‐decision‐making score in the intervention group (11.3 ± 88.88) was more than the control group (8.2 ± 45.54) in Posttest 1 (1 week after intervention), and the difference was statistically significant (P < 0.001). Besides, the scores in the control group (8.2 ± 45.54) rose more significantly than the intervention group (11.3 ± 0.86) in Posttest 2 (1 month after intervention) (P < 0.001). Conclusion The results of the present research showed that application of virtual patient (VP)‐based training can improve learning and clinical decision‐making ability of dental students. Moreover, group discussions in physical classrooms should be held alongside VP programs in order to ensure the maximum retention of the topics learned.

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Section: Discussionmentioning

confidence: 99%

“…VPs are also widely used in dentistry 21,22 . One of their applications is in the diagnosis and treatment of oral ulcerative diseases.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of virtual patients in teaching clinical decision‐making skills to dental students

Mardani

Cheraghian

Naeeni

et al. 2020

Journal of Dental Education

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“…The implementation of web-based virtual patient simulation program to teach dental students oral surgery has been investigated. Virtual reality has improved students' knowledge and proved to be effective in teaching clinical reasoning and patient evaluation [45].…”

Section: Surgical Trainingmentioning

confidence: 99%

The application of virtual reality and augmented reality in Oral & Maxillofacial Surgery

Ayoub¹,

Pulijala²

2019

BMC Oral Health

244

119

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Background: Virtual reality is the science of creating a virtual environment for the assessment of various anatomical regions of the body for the diagnosis, planning and surgical training. Augmented reality is the superimposition of a 3D real environment specific to individual patient onto the surgical filed using semi-transparent glasses to augment the virtual scene.. The aim of this study is to provide an over view of the literature on the application of virtual and augmented reality in oral & maxillofacial surgery. Methods: We reviewed the literature and the existing database using Ovid MEDLINE search, Cochran Library and PubMed. All the studies in the English literature in the last 10 years, from 2009 to 2019 were included. Results: We identified 101 articles related the broad application of virtual reality in oral & maxillofacial surgery. These included the following: Eight systematic reviews, 4 expert reviews, 9 case reports, 5 retrospective surveys, 2 historical perspectives, 13 manuscripts on virtual education and training, 5 on haptic technology, 4 on augmented reality, 10 on image fusion, 41 articles on the prediction planning for orthognathic surgery and maxillofacial reconstruction. Dental implantology and orthognathic surgery are the most frequent applications of virtual reality and augmented reality. Virtual planning improved the accuracy of inserting dental implants using either a statistic guidance or dynamic navigation. In orthognathic surgery, prediction planning and intraoperative navigation are the main applications of virtual reality. Virtual reality has been utilised to improve the delivery of education and the quality of training in oral & maxillofacial surgery by creating a virtual environment of the surgical procedure. Haptic feedback provided an additional immersive reality to improve manual dexterity and improve clinical training. Conclusion: Virtual and augmented reality have contributed to the planning of maxillofacial procedures and surgery training. Few articles highlighted the importance of this technology in improving the quality of patients' care. There are limited prospective randomized studies comparing the impact of virtual reality with the standard methods in delivering oral surgery education.

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“…Simulation exercises used in dental education vary in complexity and technological requirements and can include modalities such as representative models, 23 virtual patients, 16, 42 standardized patients, 17, 43 and manikins 21 . Consistently, in those studies, similar cohorts at the same dental school participating in simulations utilizing both standardized patients and high‐fidelity manikins reported similar rates of positivity towards the experience.…”

Section: Discussionmentioning

confidence: 65%

“…In general, studies indicate that learners have positive feelings towards simulations used in dentistry 16, 21, 23 . Use of high‐fidelity simulation for medical emergency management training in particular garnered positive dental student ratings in one study 22 .…”

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confidence: 98%

Students' Evaluations of Simulations in Dentistry: A Multiple Cohort Study at a U.S. Dental School

McKenzie

Tilashalski

Abou‐Arraj

et al. 2019

Journal of Dental Education

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Simulation may help translate didactic learning to patient care in areas such as communication skills and medical emergency management. The aims of this study were to investigate how multiple cohorts of dental students evaluated simulations utilizing standardized patients and manikins and to explore evaluations of a simulation that combined social determinants of health with oral health education. All approximately 600 second‐ and fourth‐year dental students at one U.S. dental school participated in simulation activities for five years (2014‐18). The activities involved clinical communication skills with an urgent care patient, medical emergency management, and communication skills with a parent with low income. After the simulations, students were invited to complete an evaluation of the experience. Questionnaire items addressed perceived applicability to patient care, value of the experience, and fulfillment of objectives; and open‐ended questions asked for comments specific to the parent with low income simulation. A total of 497 responses from D2 and D4 students were collected over the five‐year period, as well as from all 12 periodontics residents in 2017, for an overall 91.7% response rate. The vast majority (>90.6%) positively evaluated all items for each simulation. The positive ratings ranged from a mean of 99.3% for the urgent care simulation to 93.8% for the parent with low income simulation. Positive student comments often related to learning from/with others and effective practice of teach back and patient education tactics. Students' most frequent suggestions for improvement called for better preparation. In this study, simulations with both standardized patients and manikins led to positive evaluations as well as anticipated improvement of clinical performance. These results suggest that incorporating simulation into an already‐crowded curriculum is worth it from the student perspective, especially for reinforcement of clinical skills not easily amenable to classroom instruction.

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Implementation of a Web‐Based Patient Simulation Program to Teach Dental Students in Oral Surgery

Cited by 22 publications

References 10 publications

Effectiveness of virtual patients in teaching clinical decision‐making skills to dental students

Effectiveness of virtual patients in teaching clinical decision‐making skills to dental students

The application of virtual reality and augmented reality in Oral & Maxillofacial Surgery

Students' Evaluations of Simulations in Dentistry: A Multiple Cohort Study at a U.S. Dental School

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