Comparison of virtual clinical scenario and role play in learning oral pathology among dental students
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ABSTRACT:
SUBMITTER: Syed S
PROVIDER: S-EPMC11230529 | biostudies-literature | 2024 Jan
REPOSITORIES: biostudies-literature
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Project description:BackgroundInterprofessional Education (IPE) is an educational approach that brings together students from different healthcare professions to foster collaborative learning and teamwork. Before integrating IPE into the curriculum of health preprofessional students, it is necessary to increase their readiness for IPE. Dentistry increasingly values interprofessional collaboration and teamwork for enhanced patient care and healthcare team competencies, an emphasis also echoed by recent dental education authorities. The aim of this quasi-experimental research was to assess the influence of Scenario Based Learning Peer Learning (SBPL) programme, which involved scenarios necessitating interprofessional communication, on the readiness for IPE among a cohort of undergraduate dental students studying within the framework of the European Higher Education Area (EHEA).MethodsThis study investigates undergraduate dental students' readiness for IPE and the influence of SBPL programme on their readiness. Participants (n = 25) from 18 EHEA countries completed the Readiness for Interprofessional Learning Scale (RIPLS) before and after SBPL programme, held at the 70th European Dental Students' Association (EDSA) meeting. Data were analyzed using the Wilcoxon Signed Rank Test (p = 0.05).ResultsAfter the SBPT programme, there was a statistically significant increase (p < 0.05) in the mean of the total scale, teamwork and collaboration, roles and responsibilities and professional identity subscale. In general, SBPL programme showed a constructive effect on interprofessional readiness. Although there was no statistically significant increase only in items 9,12,18 of the 19 items of the RIPLS, there was an increase in the averages in all except item 12.ConclusionOur research emphasizes the importance of diverse perspectives and IPE in the realm of dental education. Within the limits of this study, it showcases the efficacy of a brief half-day SBPL programme with interprofessional scenarios in enhancing participants' readiness. The programme notably enhanced dental students' readiness in grasping crucial aspects of IPE: teamwork and collaboration, professional identity, and roles and responsibilities. However, this study does not delve into the potential impact of a comprehensive, long-term curriculum integrating IPE principles. This gap underscores the need for further exploration into the sustained influence of IPE on the interprofessional skills of dental school graduates.
| S-EPMC10801947 | biostudies-literature
Project description:IntroductionThe use of immersive virtual reality simulated learning environments (VR SLEs) for improving clinical communication can offer desirable qualities including repetition and determinism in a safe environment. The aim of this study was to establish whether the mode of delivery, VR SLE versus clinical role-play, could have a measurable effect on clinical empathic communication skills for MRI scenarios.MethodsA split-cohort study was performed with trainee practitioners (n = 70) and qualified practitioners (n = 9). Participants were randomly assigned to four groups: clinician VR (CVR), clinician role-play (CRP), trainee VR (TVR), and trainee RP (TRP). Clinical communication skills were assessed using two methods: firstly, a self-reported measure - the SE-12 communication questionnaire and, secondly, a training and assessment tool developed by a panel of experts.ResultsParticipants in the VR trainee (TVR) and clinician (CVR) groups reported 11% (P < 0.05) and 7.2% (P < 0.05) improvements in communication confidence post training, whereas trainees assigned to the role-play (TRP) intervention reported a 4.3% (P < 0.05) improvement. Empirical assessment of communication training scores assessing a participant's ability to select empathic statements showed the TVR group performed 5% better on average than their role-play counterparts (P < 0.05).ConclusionThe accuracy of participant's selection of appropriate empathic responses was shown to differ significantly following the training intervention designed to improve interactions with patients that present for an MRI scan. The results may demonstrate the capacity for immersion into an emotional narrative in a VR environment to increase the user's susceptibility for recalling and selecting empathic terminology.
| S-EPMC8892424 | biostudies-literature
Project description:BackgroundOral histology is perceived by dental students as a challenging subject and often struggle to recognize the long-term relevance of understanding the cells and tissues at the microscopic level. Serious games have been reported to have a positive effect on student cognitive skills and learning motivation. However, there is still a limited amount of research supporting the effectiveness of serious games as a learning method in dentistry. The present study aimed to evaluate the impact of serious game of HistoRM as a complementary learning strategy for oral histology.MethodsThe study design was a crossover randomized controlled trial. A total of 74 first year dental students of Universitas Indonesia participated in the study and divided into 2 groups. Study intervention included HistoRM game for 3 days followed by a combination of HistoRM and script-based handouts for another 4 days. The groups represented different intervention sequences. Evaluation was performed using pre-test, post-test on day 3 and 7 and a questionnaire.ResultsThe data showed significant improvement of student cognitive skills (p < 0.001) and it was influenced by the number of game missions completed. Students who completed the whole 15 missions have a higher day-7 post-tests scores (p = 0.03). Perception of dental students on HistoRM was positive in all domains tested, the learning content, games and learning experience domains. Immediate feedback given after each gameplay helped the students understand the subject matters.ConclusionSerious game of HistoRM effectively improved students' understanding of oral histology learning outcome and provided more interesting learning experiences. This innovative learning can be recommended as a complementary learning strategy of oral histology for dental students.
| S-EPMC10463426 | biostudies-literature
Project description:IntroductionClinical practice of dentistry entails the use of indirect vision using a dental mirror. The Mirrosistant is a device that helps dental students become proficient with use of indirect vision mirror operation. This study aimed to explore the role of the Mirrosistant on students' performance with the virtual simulation dental training system.Materials and methodsA total of 72 dental students were equally assigned to the Control group and the Experimental group. Subsequently, Mirrosistant was used to conduct a series of mirror training exercises in the Experimental group. The training consisted of tracing the edge and filling in the blank of the prescribed shape, as well as preparing the specified figure on raw eggs using indirect vision via Mirrosistant. Next, both groups were examined using the SIMODONT system, a virtual reality dental trainer, for mirror operation. In addition, a five-point Likert scale questionnaire was used to assess student feedback by using Mirrosistant.ResultsThe mirror operation examination conducted by the SIMODONT system revealed that mirror training using Mirrosistant had statistically improved students' performances (score: 80.42 ± 6.43 vs. 69.89 ± 15.98, P = 0.0005) and shorten their performance time of mirror operation (time of seconds: 243.28 ± 132.83 vs. 328.53 ± 111.89, P = 0.0013). Furthermore, the questionnaire survey indicated that the participants had positive attitudes toward the mirror training using Mirrosistant. Most students believed that the mirror training device could improve their perceptions of direction and distance, as well as their sensations of dental operation and dental fulcrum.ConclusionMirror training using Mirrosistant can enhance dental students' mirror perceptual and operational skills on virtual simulation dental training system.
| S-EPMC10163732 | biostudies-literature
Project description:BackgroundOral healthcare education for health professional students is important to promote collaborative oral healthcare practice among health professionals. The purpose of this follow-up, cross-sectional study was to investigate attitudes, awareness, and perceptions regarding oral healthcare among dental and nursing students and to compare them both between baseline and the completion of the education programme and between dental and nursing students to identify problems with oral healthcare programmes in dental education.MethodThe subjects included 88 dental and 119 nursing students. The dental students participated in geriatric and preventive dentistry courses for oral healthcare education. The nursing students participated in independent oral healthcare courses comprising 45 h of training with case-based learning and were taught and instructed by multiple health professionals, including dentists. Questionnaires were distributed to the participants to compare attitudes, awareness, and perceptions regarding oral healthcare between baseline and the completion of the education programme and between dental and nursing students. A chi-square test, Wilcoxon signed-rank test, and Mann-Whitney U test were used to compare the data.Result and conclusionThe data of 48 (28 male and 20 female) dental students and 103 (9 male and 94 female) nursing students who completed the questionnaires both at baseline and after the education programme were used for the comparisons. After the education programme, more than 90% of the students were interested in oral healthcare practice; hoped to practise oral healthcare post-qualification; and perceived oral healthcare to be effective for preventing dental caries, periodontal diseases, and aspiration pneumonia. These attitudes and perceptions were statistically significantly improved after the education. However, the level of awareness of oral healthcare and the level of perception of the importance of collaboration with healthcare workers in oral healthcare practice after education were lower in the dental students than in the nursing students. Multi-professional oral healthcare education with case-based learning has the potential to improve awareness of oral healthcare and perceptions of the importance of collaborative oral healthcare practice.
| S-EPMC8040009 | biostudies-literature
Project description:IntroductionFollowing the worldwide lockdown due to COVID-19, education globally switched from classroom to online learning. This transition impacted the teaching techniques used in dental education. Thus, the objective of this study was to explore the perceptions and attitudes of undergraduate dental students' experience with online learning. The benefits and drawbacks of integrating online learning into dental teaching were assessed as well as the factors that enhanced the online learning experience.MethodsThis is a cross sectional descriptive study employing a survey design. A web-based survey was distributed to the undergraduate dental students at Jordan University of Science and Technology. All dental undergraduate students of different academic levels were eligible to participate (n = 1500). The responses were collected anonymously through August 2022. Descriptive statistics and the Pearson Chi-square test were utilized.ResultsA total of 984 undergraduate dental students participated in this questionnaire. Females and year four students dominated the study population (64.7%, 31.3%). Internet connection was not a barrier to online learning for most students (61.4%). The preference for online learning over on campus for most students was due to time and money saving, better comprehension, and less social anxiety (n = 421, 45.7%). Drawbacks of online learning for most students (60%) were the difficulty of maintaining focus and the poor design of lectures (76.3%). The low cost of the internet was a factor that significantly encouraged students to favour online learning (P value = 0.01). Active interaction during lectures was a main factor that encouraged students to stay focused during online sessions (P value < 0.001). For a significant number of students, the lecturers demonstrated superior teaching skills during online sessions in comparison to the classroom (P < 0.001).ConclusionDespite the positive attitude of undergraduate dental students towards online learning, many improvements are required. Enhancing online lecture design which can be facilitated by implementing comprehensive training and workshop programs for lecturers. Actively engaging students during lectures is necessary to help students regain focus during online sessions. Finally, decreasing lecture times to match students' attention spans is fundamental. By focusing on interface design and providing structured training for lecturers, a more effective online learning environment can be achieved.
| S-EPMC11654323 | biostudies-literature
Project description:Learning in virtual environments is an ethical experience. This research aimed to understand the ethical experience of a virtual learning environment from the perspective of university students and their teachers. The participants were 205 higher education students from different Spanish-speaking countries (Colombia, Argentina, Mexico, Ecuador, and Spain) and 30 teachers who acted as tutors in virtual education. The study used a design-based research method and quantitative instruments for the collection of empirical data. The data analysis showed that students and teachers perceive responsibility, commitment, and respect as values inherent to virtual education, and may have a moderately different ethical experience based on these values. With this research, we intend to contribute to a better understanding of the coexistence of human beings in virtual learning environments. We argue that it is necessary to question or rethink the pedagogical paradigms that guide virtual education, endowing them with humanity, and recognizing their ethical dimension as funda-mental.Supplementary informationThe online version contains supplementary material available at 10.1007/s10805-022-09459-z.
| S-EPMC9540117 | biostudies-literature
Project description:BackgroundThis study aimed to examine the satisfaction, educational linkage, and self-perceived competence of dental students enrolled in either 4 + 4 dental program, comprising an undergraduate degree and Doctor of Dental Surgery degree (DDS), or 3 + 4 program, which is a BS/DDS combined degree program, in the Korean dental education system.Materials and methodsThe survey questionnaire using a 5-point Likert scale was developed and validated by four dental education experts, consisting of satisfaction with undergraduate courses, the interconnection of undergraduate courses with the DDS curriculum, and self-assessed core competency for dental graduates. A total of 252 students provided informed consent and voluntarily responded to the survey, among whom 109 students were in the 3 + 4 system and 143 were in the 4 + 4 system. Cronbach's correlation analysis and independent t-test were conducted for each evaluation item.ResultsStudents' overall satisfaction level with the undergraduate education was higher in the 4 + 4 system than in the 3 + 4 system (P = 0.003). Students enrolled in the 4 + 4 system recognized that natural sciences are more connected to the graduate-level DDS program (P < 0.001), while the 3 + 4 students recognized that studies in medicine are closely interconnected to the DDS program (P = 0.001). There was almost no statistically significant difference in the students' perception of competency between the two education systems.DiscussionEven though this study analyzed the case of a single university operating both 3 + 4 and 4 + 4 systems, it can be used as the groundwork for developing new opportunities and models of dental education system.
| S-EPMC9171986 | biostudies-literature
Project description:With the global pandemic of the coronavirus disease, virtual reality simulation (vSim) has emerged as a simulation educational method. The purpose of this study is to examine the learning effects of vSim by comparing three different educational modalities of nursing care for children with asthma. A quasi-experimental design with three different teaching methods, vSim, high-fidelity simulation (HFS), and vSim with HFS, were used in the study. The group using vSim with HFS showed the highest scores in knowledge, confidence in practice, and performance compared to groups using vSim or HFS alone. Simulation practice using vSim combined with HFS could be an effective educational method for nursing students.
| S-EPMC7696217 | biostudies-literature
Project description:Introduction: Teaching social and communicative competences has become an important part of undergraduate dental education. The aim of this study was to explore the influence of a longitudinal curriculum, addressing social and communication skills, on dental students' attitudes towards learning these skills. Material and methods: Data on the attitudes towards learning communication skills were collected at two German universities and compared in a cross-sectional survey. 397 dental students were included, 175 students attended a longitudinal curriculum addressing social and communicative competences while 222 students did not. The dental students' attitude towards learning communication skills was measured by a German version of the Communication Skills Attitude Scale (CSAS-D). Results: Dental students who participated in a longitudinal communication curriculum had significantly lower negative attitudes towards learning communication skills than students who did not attend such courses. Differences in positive attitudes could not be found. Significant interaction effects were found for the factors gender and section of study: female students in the clinical section of their study who participated in the longitudinal curriculum reported higher positive attitudes and lower negative attitudes compared to female students in the preclinical section of study. Conclusion: The results of this study indicate that a longitudinal curriculum addressing communication skills can enhance positive and reduce negative attitudes towards learning communication skills. More longitudinal data is needed to explore to what extent gender affects development of communication skills and how students' attitudes towards learning communication change in the long run.
| S-EPMC6022579 | biostudies-literature