Realism is indispensable in clinical simulation learning, and the objective of this work is to present to the scientific community the methodology behind a novel numerical and digital tool to objectively measure realism in clinical simulation. Indicators measuring accuracy and naturality constitute ProRealSim v.1.0 (Universidad Europea, Madrid, Spain) which allows the assessing of attained realism for three dimensions: simulated participant, scenography, and simulator. Twelve experts in simulation-based learning (SBL) analyzed the conceptual relevance of 73 initial qualitative indicators that were then reduced to 53 final indicators after a screening study evaluating eight medical clinical simulation scenarios. Inter- and intra-observer concordance, correlation, and internal consistency were calculated, and an exploratory factorial analysis was conducted. Realism units were weighted based on variability and its mathematical contribution to global and dimensional realism. A statistical significance of p < 0.05 was applied and internal consistency was significant in all cases (raw_alpha ≥ 0.9698094). ProRealSim v.1.0 is integrated into a bilingual, free, and open access digital platform, and the intention is to foster a culture of interpretation of realism for its better study and didactic use.
The objective structured clinical examination (OSCE) is becoming an increasingly established assessment test in dental schools. The use of simulated patients in the OSCE makes the stations more similar to clinical practice. Therefore, the student can show their technical and clinical knowledge, and certainly, their ability to manage the patient. These sorts of tests, in which simulated patients can be included, would be used before the student started clinical practice with patients and/or at the end of the degree. The objective of this work was to describe how the periodontology station was developed using a simulated patient for students of a fifth year dentistry degree taking an OSCE test. Furthermore, a questionnaire was created to learn the perception of the students about this station and its characteristics. The fifth year students at the European University of Madrid positively evaluated this station in their examination. In addition, it was recorded that they preferred a simulated patient in their tests, rather than stations with clinical cases, images, X-rays, and presentations. It is essential that once the OSCE has been completed, the student receives a feedback to learn where they have failed and, therefore, be able to improve any of the aspects evaluated in the station.
Dental training faces the growing shortage of extracted teeth and the ethical precepts of Bionot learning on patients and reducing the environmental damage that preclinical trainings generate. Haptic and 3D simulators reproduce pathologies and provide a greater magnification of the processes, reducing water expenditure and pollution, but their curricular integration is complex. Two resources of complementary use (informative written manual and video tutorial) were designed to facilitate the theoretical and technical domain (know how the simulator works and make it work), as well as the advanced management of the simulator (operate the simulator autonomously, without setbacks). After 5 years of using these resources, an evaluative study was conducted with 175 students and 32 teachers. The aim was to assess the student’s perception of knowledge/learning, its statistical relationship with the didactic resources used and compare these results with the teachers’ perception of their students’ knowledge/learning. Spearman’s Rho coefficient and Kolmogorov-Smirnov test were performed. Both students and teachers considered that the technical domain (make the simulator work) was the domain that prevailed the most. There was a tendency for students not to value much the necessity of a specific preparation prior to using the simulator. This tendency resulted in a low level of study of both the written manual and the video tutorial. In conclusion, both students and teachers considered that the best strategy of knowledge/learning was the direct exchange with the simulator.
Introducción: Conocer los aspectos fundamentales del consentimiento informado es imprescindible para una correcta practica clínica odontológica. Objetivo: Valorar el conocimiento de los odontólogos sobre el Consentimiento Informado y relacionarlo con género, edad y especialidad del odontólogo. Analizar la relación entre apreciación sobre la formación ética del odontólogo y el manejo de situaciones éticas en la consulta con género, edad y especialidad del odontólogo. Material y método: se aplicó un cuestionario online a los odontólogos que prestan servicio en la Clínica odontológica de la Universidad Europea de Valencia. Resultados: se analizaron 62 cuestionarios. Se obtuvo una nota ponderada de 4,27 ± 0,55 en conocimiento objetivo. Conclusiones: Los odontólogos suelen tener un nivel de conocimiento entre medio y bajo. No se ha encontrado ninguna diferencia estadísticamente significativa entre el nivel de conocimientos sobre consentimiento informado en Odontología y las variables edad, género y especialidad. La percepción que el odontólogo tiene sobre su formación ética no guarda ninguna diferencia estadísticamente significativa con edad, género y especialidad. El manejo de la situación clínica guarda una relación estadísticamente significativa con la especialidad de Ortodoncia con independencia de la edad y género del odontólogo. En relación a la segunda situación clínica no se ha encontrado ninguna diferencia estadísticamente significativa con respecto a edad, género y especialidad del odontólogo.
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