Simulation design and students’ satisfaction with home‐based simulation learning in oral health therapy

Abstract

Objectives:The COVID-19 pandemic presents a challenging situation for dental education, with school closures worldwide. While practical sessions are important for the acquisition of clinical skills, few studies have examined the role of home-based simulation learning (HBSL). This study aims to identify key aspects of simulation design and factors associated with students' satisfaction with HBSL. Methods: During a "circuit-breaker" period in Singapore, the Nanyang Polytechnic School of Health & Social Sciences (Oral Health Therapy) distributed portable manikins and instruments to students and staff for use at home. Synchronous teaching sessions with real-time feedback were carried out over the Zoom teleconferencing platform. A cross-sectional survey of students was conducted after 3 weeks of the HBSL program. Multiple linear regression analyses were carried out to assess the association between satisfaction with domains of simulation design and overall satisfaction with HBSL. Results: The top three factors of importance to students in HBSL were feedback and guided reflection, support, and objectives and information. Final-year students expressed higher levels of overall satisfaction and self-confidence following HBSL than first-year students. Satisfaction with the objectives (β = 0.42, 95% CI 0.26-0.57), support (β = 0.27, 95% CI 0.11-0.42), and problem-solving (β = 0.28, 95% CI 0.10-0.46) domains in the Simulation Design Scale were positively associated with overall student satisfaction and self-confidence in learning. Conclusion:The findings can aid educators in the design of future HBSL programs, with a focus on areas of simulation design that are of importance to students. K E Y W O R D Sdental hygiene (education), educational methodology (education), flipped classroom (technology), home-based simulation learning, patient simulation (patient affairs), preclinical skills/topics, teaching methods (teaching)

Dental education practices during COVID‐19: A scoping review

“… 33 A statistically significant positive correlation was established between the online course design for problem‐solving and guided reflection with the most important factor to students being feedback and reflection. 33 Moore et al. polled student satisfaction at 77% and identified Zoom as a preferred platform for virtual learning.…”

“…Thirteen of the 41 articles were primarily related to instruction. 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 Four articles were dedicated to the flipped classroom approach 22 , 23 , 24 , 31 ; five articles were generally grouped for multi‐faceted online instruction formatting and delivery; 21 , 25 , 27 , 28 , 33 and four articles focused on the return to in‐person clinical and general dental education. 26 , 29 , 30 , 32 …”

“…Thirteen of the 41 articles were primarily related to instruction. [21][22][23][24][25][26][27][28][29][30][31][32][33] Four articles were dedicated to the flipped classroom approach [22][23][24]31 ; five articles were generally grouped for multi-faceted online instruction formatting and delivery; 21,25,27,28,33 and four articles focused on the return to in-person clinical and general dental education. 26,29,30,32 Flipped classrooms replaced traditional in-class lecture with individual or group discussion-based activities to support online prerecorded lectures.…”

Estrategias y recursos didácticos empleados en la enseñanza/aprendizaje virtual en estudiantes universitarios en el contexto de la Covid-19

“…Estrategias y recursos didácticos empleados en la enseñanza/aprendizaje virtual en estudiantes universitarios en el contexto de la Covid-19 3.2. Experiencia 2: Diseño de simulación y satisfacción de los estudiantes con aprendizaje de simulación en el hogar en terapia de salud bucal (Tan et al, 2021) 3.2.1. Diseño educativo La formación basada en simulación en odontología puede variar de simulaciones de baja a moderada fidelidad, como prácticas con tipodont (modelos de dientes artificiales) hasta simulaciones de alta fidelidad, como realidad virtual mejorada.…”

“…Aprendizaje de simulación en el hogar en terapia de salud bucal (Tan et al, 2021) Los factores más importantes percibidos los estudiantes con esta metodología de aprendizaje fueron la retroalimentación con reflexión guiada, el apoyo oportuno recibido durante el proceso y una mayor autoconfianza para el aprendizaje.…”