Oral anesthesia manikin training reduces student anxiety and builds local anesthesia delivery skills: A pilot study

Radif, Mustafa S.; Han, Annie; Fa, Bernadette Alvear

doi:10.1002/jdd.12904

Cited by 2 publications

(2 citation statements)

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“…13,14 Previous studies have compared the use of simulation to traditional student-to-student LA teaching methods and have noted increased skill level in learners trained via simulation manikins compared to student-to-student learning. 14 Radif et al (2022) describe LA manikins as advantageous to improving technique and building overall confidence prior to administering LA to live patients, 15 and a recent study revealed that patients perceived greater confidence in dental students trained with LA manikins. 16 Oral anesthesia manikins may support students' transition into clinical care.…”

Section: Introductionmentioning

confidence: 99%

“…Radif et al. (2022) describe LA manikins as advantageous to improving technique and building overall confidence prior to administering LA to live patients, 15 and a recent study revealed that patients perceived greater confidence in dental students trained with LA manikins 16 . Oral anesthesia manikins may support students’ transition into clinical care.…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of E‐learning on clinical application of dental injection anatomy via simulation manikins

Canarsky,

Ingram,

Schissel

et al. 2023

Journal of Dental Education

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PurposeE‐learning is frequently integrated into dental education, yet little is known on the effectiveness of e‐learning in both instilling foundational knowledge and facilitating translation of newly acquired knowledge and skill into clinical application. The objective of this study was to investigate the impact of learning modality on acquisition of knowledge and translation to clinical skill using objective feedback from oral anesthesia manikins and subjects’ self‐reported confidence scores.MethodsThis mixed‐method study involved first year dental students (n = 52) who volunteered to participate in a learning intervention, simulation exercise, and survey in 2022. Students were randomly assigned to lecture (n = 26) or e‐learning (n = 26) cohorts and then participated in the intervention, postintervention assessment, and a simulation to evaluate correct approaches for each dental block and attempts to success.ResultsAll subjects scored significantly higher on post‐intervention assessment compared to pre‐intervention assessment (8.2 vs. 5.9; p < 0.0001) with no significant differences between intervention groups when comparing preintervention and postintervention scores. Furthermore, there were no significant differences between the two cohorts when comparing abilities to correctly approach each dental block or attempts to success. Finally, all students reported a significant increase in confidence in most categories following intervention and simulation, with no significant differences between lecture and e‐learning cohorts.ConclusionOur findings suggest students learning via e‐learning are equally capable as those learning via lecture at demonstrating newly acquired knowledge and skill in both assessments and clinical simulations. Results support incorporating supplemental e‐learning and oral anesthesia manikin exercises for students learning the anatomy of dental injections.

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