Zain Erum, Talreja Nidhi, Hesarghatta Ramamurthy Priyadarshini, Muzaffar Danish, Rehman Kiran, Khan Asfand Ali, Jubapu Ayesha Shaziya, Termizi Ahmad
Faculty of Dentistry, SEGi University, Jalan Teknologi, Petaling Jaya, Selangor, Malaysia.
AstraZeneca, Macquarie, Park, New South Wales, Australia.
Eur J Dent Educ. 2024 Feb;28(1):358-369. doi: 10.1111/eje.12957. Epub 2023 Oct 20.
Simulation-based education is of paramount importance in a dental pre-clinical setting. Hence, continuous quality improvement is crucial to optimize students' knowledge and clinical skills. This study aimed to evaluate the impact of evidence-based simulation learning (EBSL) compared with traditional-based simulation learning (TBSL) using Plan-Do-Study-Act (PDSA) model.
This quality improvement project was undertaken at a private university. Guided by the PDSA model, rubber dam application tasks were conducted in the simulation lab in 2 phases. Phase 1 included TBSL and phase 2 included EBSL comprising of 2 PDSA cycles. 'Plan' stage involved obtaining feedback from students and the concerned staff. 'Do' stage included implementation of EBSL in eight steps adopted from Higgins's framework. 'Study' stage evaluated the outcomes and in 'Act' stage amendments were made to the first EBSL cycle. In the second PDSA cycle re-implementation and evaluation of the rubber dam application exercises were carried out. Descriptive data were presented as percentages and mean scores were compared using paired t-test.
Thirty-seven year 2 students participated in this study. A significant improvement in the mean scores was observed between TBSL and EBSL (3.02 + 0.16 and 3.91 + 0.27, respectively, p < .001) using PDSA model with the highest mean score for rubber dam application in the second PDSA cycle for EBSL (4.00 + 0.01). Ninety-five per cent of the students provided positive feedback pertaining to EBSL.
EBSL was effective in achieving high student satisfaction, desired knowledge, and skills required during simulation-based exercises. The PDSA cycle can be considered to optimize pre-clinical skills learning.
基于模拟的教育在牙科临床前教学环境中至关重要。因此，持续质量改进对于优化学生的知识和临床技能至关重要。本研究旨在使用计划-执行-研究-行动（PDSA）模型评估循证模拟学习（EBSL）与传统模拟学习（TBSL）相比的效果。
本质量改进项目在一所私立大学开展。在PDSA模型的指导下，橡皮障应用任务在模拟实验室分两个阶段进行。第一阶段包括TBSL，第二阶段包括EBSL，后者由2个PDSA循环组成。“计划”阶段包括从学生和相关工作人员那里获取反馈。“执行”阶段包括按照希金斯框架采用的八个步骤实施EBSL。“研究”阶段评估结果，“行动”阶段对第一个EBSL循环进行修正。在第二个PDSA循环中，对橡皮障应用练习进行重新实施和评估。描述性数据以百分比形式呈现，平均分数使用配对t检验进行比较。
37名二年级学生参与了本研究。使用PDSA模型观察到TBSL和EBSL之间平均分数有显著提高（分别为3.02 + 0.16和3.91 + 0.27，p <.001），EBSL在第二个PDSA循环中橡皮障应用的平均分数最高（4.00 + 0.01）。95%的学生对EBSL给出了积极反馈。
EBSL有效地实现了高学生满意度、模拟练习所需的期望知识和技能。PDSA循环可被视为优化临床前技能学习的方法。
