The Effect of Extra Educational Elements on the Confidence of Undergraduate Dental Students Learning to Administer Local Anaesthesia

Sjöström, Mats; Brundin, Malin

doi:10.3390/dj9070077

Cited by 7 publications

(16 citation statements)

References 21 publications

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“…The digital library created by the digitalization of standard dental models and of real clinical cases allows virtual simulations of any possible partial edentulism scenario; in our opinion, this enables us to enrich our faculty’s own digital library, which could be of great benefit to our students. The proposed method also allows the 3D printing of dental simulated models, which have already proved their usefulness in undergraduate students’ pre-clinical practical training, as other scientific studies have pointed out [ 18 , 30 , 31 , 32 , 33 , 41 , 42 , 43 , 44 ]. Certain authors have suggested that 3D-printed dental models represent a “more realistic and cost-efficient alternative to commercial models” in undergraduate dental training [ 42 ].…”

Section: Discussionmentioning

confidence: 90%

“…In this respect, the training on mechanical patient simulators (“phantom heads”) using standard dental models undisputedly remains an important stage in the preclinical training of dental students. Practical exercises performed on standard dental didactic models aim to form and, subsequently, to enhance the practical abilities of under- and postgraduate dental students, so that, in contact with real patients, they can demonstrate appropriate precision, correctness and expeditiousness in performing practical daily dentistry [ 31 , 32 , 33 ]. The dental models obtained with 3D printing have been used in dental education for some time.…”

Section: Introductionmentioning

confidence: 99%

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Modular Digital and 3D-Printed Dental Models with Applicability in Dental Education

et al. 2023

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Background and Objectives: The ever more complex modern dental education requires permanent adaptation to expanding medical knowledge and new advancements in digital technologies as well as intensification of interdisciplinary collaboration. Our study presents a newly developed computerized method allowing virtual case simulation on modular digital dental models and 3D-printing of the obtained digital models; additionally, undergraduate dental students’ opinion on the advanced method is investigated in this paper. Materials and Methods: Based on the digitalization of didactic dental models, the proposed method generates modular digital dental models that can be easily converted into different types of partial edentulism scenarios, thus allowing the development of a digital library. Three-dimensionally printed simulated dental models can subsequently be manufactured based on the previously obtained digital models. The opinion of a group of undergraduate dental students (n = 205) on the proposed method was assessed via a questionnaire, administered as a Google form, sent via email. Results: The modular digital models allow students to perform repeated virtual simulations of any possible partial edentulism cases, to project 3D virtual treatment plans and to observe the subtle differences between diverse teeth preparations; the resulting 3D-printed models could be used in students’ practical training. The proposed method received positive feedback from the undergraduate students. Conclusions: The advanced method is adequate for dental students’ training, enabling the gradual design of modular digital dental models with partial edentulism, from simple to complex cases, and the hands-on training on corresponding 3D-printed dental models.

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Section: Discussionmentioning

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Modular Digital and 3D-Printed Dental Models with Applicability in Dental Education

et al. 2023

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“…The 19‐item questionnaire applied in this study was designed according to the course objectives reflecting necessary skills for dental students, with the incorporation of selected survey items used in previous studies assessing participant confidence in LA techniques 10,12 . The first six questions examined the student's confidence in the motor delivery of LA; the following eight questions evaluated confidence on specific anatomical injections; the next four questions assessed confidence in injection safety; and the final question gauged the student's overall confidence (Table 1).…”

Section: Methodsmentioning

confidence: 99%

“…One area of interest in dental education is the impact of simulation training on the education of students in the administration of LA 7,9–17 . LA is administered to minimize patient discomfort during dental procedures.…”

Section: Introductionmentioning

confidence: 99%

“…Given these challenges, efforts to incorporate simulation techniques for LA education have been made. Initial studies have shown increased dental student confidence, 12 better motor control, 13 and reduced occurrence of post‐injection trismus 9 . With the advancement of new manikin‐learning models, 2,20 such as visual technology that indicates achievement of the correct anatomical position of the needle, the pedagogy for LA training is in transition and further investigation is necessary to optimize learning.…”

Section: Introductionmentioning

confidence: 99%

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The effect of smartphone filming on student confidence in dental anesthesia techniques: A randomized trial

Uppgaard

Huang

Johnson

et al. 2023

Journal of Dental Education

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Objectives To examine the effect of individualized smartphone‐recorded video review on dental student confidence in performing local anesthesia (LA) techniques, in a manikin‐based simulation environment. Methods All University of Minnesota second‐year dental students were invited to participate in this randomized trial developed following the Consolidated Standards of Reporting Trials statement, in 2020. With a parallel trial design, 104 students were randomly divided into two groups (52 per group) prior to the learning experience. Students and researchers were not blinded to group assignments. All students learned LA techniques in the same manikin‐based simulation setting. The experimental group incorporated individualized smartphone filming into simulation training, and the control group did not. A paper‐based questionnaire with 19 5‐point Likert scale questions assessed the students’ self‐rated confidence levels in LA techniques before, immediately after, and approximately one month after the training. Results The final sample included 45 students in the experimental group (48.4%) and 48 in the control group (51.6%). In both groups, student confidence in performing LA techniques increased after completion of the training (p < 0.001), with no harm reported. The experimental group reported greater confidence in inferior alveolar nerve injection (p = 0.038), and in local anesthetic administration rate (p = 0.029), compared with the control group. Conclusions This study suggested that the incorporation of smartphone‐recorded video review in simulation training is beneficial for learning LA techniques. Further investigation on teaching methods to enhance student confidence and performance in LA administration is indicated.

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

Martínez‐Melo

Bermeo-Escalona

Torres

et al. 2022

Eur J Dental Education

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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.

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The Effect of Extra Educational Elements on the Confidence of Undergraduate Dental Students Learning to Administer Local Anaesthesia

Cited by 7 publications

References 21 publications

Modular Digital and 3D-Printed Dental Models with Applicability in Dental Education

Modular Digital and 3D-Printed Dental Models with Applicability in Dental Education

The effect of smartphone filming on student confidence in dental anesthesia techniques: A randomized trial

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

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