Use of simulators in operative dental education: experience in southern Nigeria

Abstract

Abstract:Background: Though the use of simulators in operative dentistry is not new, the teaching and learning practices that take place during clinical sessions in skills laboratories are rarely reported. This study was designed to determine the current practices relating to teaching and learning of dental clinical skills in southern Nigeria. Methods: A cross-sectional study was conducted among the final year dental students in southern Nigeria using anonymous structured questionnaire as instrument for data collection. The questionnaire items included statements relating to existing teaching and learning practices. A five-point Likert scale response option was provided and descriptive summary statistics was computed. Results: There were 56 (34.8%) females and 105 (65.2%) males. Most of the students (41.0%) agreed that the theoretical concept behind clinical skills is taught prior to clinical sessions and most agreed that the objectives of each clinical session are stated and that the procedures are usually demonstrated. Most of the respondents (39.8%) agreed that feedback was sometimes embarrassing and given at the end of clinical sessions (76.6%). Equipment breakdown was a major challenge to learning. Conclusion: Dental education in the skills labs within the region appeared standard. However, feedback should be continuous and constructive. Equipment breakdown was the major constraint to learning.

Radiologia odontológica: Confecção de um novo dispositivo didático-pedagógico

“…A não prática em pacientes se dá pelo fato de que apesar da radiação recebida ser muito pequena, os efeitos são cumulativos e capazes de gerar danos deletérios a longo prazo (Yarid et al, 2013;Garbin et al 2015). Com isso, as preocupações com a segurança do paciente levaram a diminuição da popularidade da prática inicial em pacientes (LeBlanc et al, 2014;Wanzel et al, 2002;Arigbede et al, 2015).…”

A multicenter study of dental curricula in Asia/Pacific nations: The views and experiences of final‐year dental students

“…A range of challenges during the transitional period have been identified, such as knowledge, skill experience, and stress 22 . Current approaches to preclinical education in dentistry have generally acknowledged simulation clinics as a core training technique to support dental students before real‐life clinical applications 24,25 . However, there was difficulty in providing an adequate tactile sense of real teeth, a lack of self‐assessment, and deficient understanding of underlying concepts prior to simulation procedures 24,25 .…”

“…Current approaches to preclinical education in dentistry have generally acknowledged simulation clinics as a core training technique to support dental students before real‐life clinical applications 24,25 . However, there was difficulty in providing an adequate tactile sense of real teeth, a lack of self‐assessment, and deficient understanding of underlying concepts prior to simulation procedures 24,25 . Emergence of higher simulation techniques is attempting to address these disadvantages of the traditional simulation clinics 25,26 .…”

“…24,25 However, there was difficulty in providing an adequate tactile sense of real teeth, a lack of self-assessment, and deficient understanding of underlying concepts prior to simulation procedures. 24,25 Emergence of higher simulation techniques is attempting to address these disadvantages of the traditional simulation clinics. 25,26 Examples include DentSim, Voxel Man, PerioSim, and Simodont, where a virtual image of a tooth is presented to the student, allowing for abundant and visual feedback to be given, with research indicating that students learn procedures faster than in traditional simulation clinics, and with an extended understanding of theoretical concepts.…”

Evolução da autoconfiança e segurança de estudantes após aprendizagem utilizando manequins em Periodontia

“…Entre a aplicação inicial e após a fase laboratorial o aumento desses quesitos esteve entre 11,2 e 49,6 pontos, enquanto a evolução entre as aplicações após fase laboratorial e após fase clínica variou entre 2,2 e 18,7. Resultados semelhantes foram observados em outras pesquisas, que apontaram que a simulação não é alicerce para afirmar que os estudantes estão prontos para trabalhar com situações clínicas reais sem maiores intercorrências, porém é capaz de prover maior segurança e autonomia quando da exposição a um cenário verdadeiro 2,3,[11][12][13][14] .…”