Faculty of Biomedical Sciences, Department of Preclinical Dentistry, Universidad Europea de Madrid, Madrid, Spain.
Eur J Dent Educ. 2024 May;28(2):388-397. doi: 10.1111/eje.12960. Epub 2023 Oct 17.
The use of simulation is extremely useful in pregraduate students. However, there is a very small number of simulators adapted to paediatric dentistry. A paediatric simulator was created to use in simulated scenarios for paediatric dentistry using an actress in the role of mother. The objectives of the present study were three. First, to analyse the perception of clinical competencies acquired by the students. Second, to examine the realism perceived by the students. Finally, to analyse the influence on the perception of clinical competencies after the integration of a handmade simulator in the Paediatric Dentistry III course.
Eight clinical scenarios were carried out with a modified Erler Zimmer simulator for children, a professional actress in the role of the mother and two students (in the roles of dentist and assistant) on a paediatric dentistry case of pulpal pathology. The educational intervention was evaluated on 114 students by means of questionnaires with Likert-type answers applied pre- and post-simulation.
The perception of clinical competence in the students increased an average of 0.956 points in relation with the initial clinical evaluation, finding a strong correlation between the perception of subsequent competence and all the perceived realism, with significant statistical differences in all cases. The realism of the simulated participant (professional actress) was the best rated by the students, although not significantly. The realism of the mannequin was positively and strongly correlated with the perceived realism of the cabinet.
Simulation using a handmade mannequin with a professional actress in a simulated dental office increased the perception of clinical competence in 4th year dental students and raised the level of overall realism perceived by the student.
模拟在本科生中非常有用。然而，适应儿科牙科的模拟器数量非常少。创建了一个儿科模拟器，以使用女演员扮演母亲的角色在模拟场景中进行儿科牙科模拟。本研究的目的有三个。首先，分析学生获得的临床能力的感知。其次，检查学生感知的现实性。最后，分析在将手工制作的模拟器集成到儿童牙科 III 课程后对临床能力感知的影响。
使用经过修改的 Erler Zimmer 儿童模拟器、专业女演员扮演母亲和两名学生（牙医和助手角色）进行了 8 个临床场景，对牙髓病理学的儿童牙科病例进行模拟。通过问卷调查，对 114 名学生进行了教育干预评估，问卷调查采用李克特量表回答，在模拟前后进行。
与初始临床评估相比，学生的临床能力感知平均提高了 0.956 分，发现后续能力感知与所有感知的现实性之间存在很强的相关性，在所有情况下均具有显著的统计学差异。学生对模拟参与者（专业女演员）的逼真程度评价最高，尽管没有显著差异。人偶的逼真度与机柜感知的逼真度呈正相关，且相关性较强。
在模拟牙科诊所中使用带有专业女演员的手工制作的人偶进行模拟，提高了四年级牙科学生对临床能力的感知，并提高了学生感知的整体现实感。
