A homemade simulation model improves the impact of e‐learning for the practical administration of dental anaesthesia

Abstract

Introduction A simulation model improves the learning of dental anaesthesia in dental students. This study explored first, the making at home of a dental anaesthesia simulation model by dental students, and second, the impact of that simulation model on the learning of dental students following an online course. We compared the level of knowledge, the level of perception of confidence to perform the basic injection technique (BIT) of dental anaesthesia, and the level of attitude towards e‐learning of the BIT between a group of dental students who had an online course with a home‐made dental anaesthesia simulation model (HMDASM) and a group of dental students who did not use that model. Materials and methods A group of participants (n = 28) used the HMDASM to learn the BIT with an e‐learning course. Another group of participants (n = 28) followed the same e‐learning course, but that group used a lemon to practise the BIT. The two groups answered questionnaires that explored the level of theoretical knowledge on the BIT, the level of perception of confidence to perform the BIT, and the level of attitude towards e‐learning of the BIT. Questionnaire scores from each group were compared by a Student's t‐test (p ≤ .05). Results The group that used the HMDASM had a level of knowledge similar to that of the other group (p > .05). The group that used the HMDASM had a level of perception of confidence to perform the BIT and a level of attitude towards online learning of the BIT higher than those of the group that did not use the simulation model (p < .05). Conclusion The use of a HMDASM had a positive effect on dental students following an online course to learn the BIT.

Cross-sectional study of attitudes toward online continuing dental education in Libya during the COVID-19 pandemic

“…The COVID-19 pandemic caused an exceptional disruption of dental education across the globe [1][2][3] but led to particular challenges in some countries, such as Libya, that did not have established or reliable online infrastructure and availability. In accordance with stay-at-home orders to prevent the spread of the virus, dental schools across the world closed their campuses and moved to online didactic instruction [4][5][6][7]. Online teaching platforms were introduced to support graduate dental education and continuing dental education (CDE) for dental practitioners, which included basic science training and theoretical components of clinical dentistry [8,9].…”

“…The abrupt transition to e-learning during the COVID-19 pandemic raised concerns for dental teaching and general higher education, not just in Libya but in many regions of the world [9]. Mixed satisfaction with online teaching has been widely observed [6,[14][15][16]. Common problems that impair learner satisfaction include a lack of efficiency with online teaching technology, difficulties understanding the concepts taught, and social isolation resulting in limited development of communication skills [11,17,18].…”

Effect of Post-COVID Face-to-Face learning Mode on Endodontic Students’ Satisfaction and Exam Performance Compared to Hybrid Learning Mode during the pandemic; a Single-centre Retrospective Study.

“…Since University education provides only theoretical and practical skills, major innovations such as the introduction of endodontic tooth models like, 3-d printed plastic acrylic models and the incorporation of media into teaching have advanced dental education (Connolly, 2022, Dyrek et al, 2022, Escobar et al, 2022, Goh et al, 2022, Grundgeiger et al, 2022, Hulke et al, 2022. Studies assessing these teaching styles suggest many bene ts, but e-learning in isolation has limitations compared to F2F and/or hybrid teaching methods (Maqbool et al, 2022, Martinez-Melo et al, 2022, Mladenovic et al, 2022. Flipped classrooms that provide students with content prior to attendance at lectures or seminars represent further innovations that are advantageous over traditional teaching methods (Schlenz et al, 2020).…”

Clinical competency development with handmade simulator in highly realistic paediatric dentistry scenarios

“…For these reasons, it is important to have a correct elaboration of the cases and their subsequent implementation in the development of scenarios. It will also be important to assess whether it is an effective form of teaching to achieve learning results and development of competencies 7–9 …”

“…It will also be important to assess whether it is an effective form of teaching to achieve learning results and development of competencies. [7][8][9] In simulation, the degree of "engagement" is usually equivalent to the level of "immersion" so that the participant interacts more actively. 10 If the situation presented shows greater realism, the learner will perceive the scenario as authentic and will increase immersion, the amount of learning and the achievement of learning objectives.…”