Strub Marion
University of Strasbourg, Faculty of dentistry, Strasbourg, France.
Hôpitaux Universitaires de Strasbourg, Pôle de médecine et chirurgie dentaires, Strasbourg, France.
BMC Med Educ. 2024 Dec 31;24(1):1561. doi: 10.1186/s12909-024-06577-7.
Simulation is an educational tool for developing the technical and nontechnical skills of dental students. To optimize learning in simulations, students must be immersed in a high-fidelity environment and emotionally engaged, as is the case in clinical practice. The primary objective of this study was to assess emotions during simulation training and in clinical practice. A commonly practiced procedure, dental extraction, was used as a guideline for this work.
A self-administered questionnaire related to the emotions experienced by the dental students was completed immediately after each dental extraction was performed in the clinic or simulation. The clinical case was a pediatric patient.
The emotions experienced in the simulation were similar to those experienced by a student during clinical practice. Students enjoy caring for their patients but lose their composure more easily with difficult children. The students reported being more stressed and having difficulty communicating with younger patients. They acknowledged that their emotions could sometimes influence their care of the patient.
Emotions can influence clinical decision-making. On the other hand, the role of emotions in learning must be considered by teachers so as not to discourage students. Teachers must balance exposure to emotionally charged situations with a method that is conducive to learning.
Simulation helps train students in clinical practice and can include the same range of emotions.
模拟是一种用于培养牙科学生技术和非技术技能的教育工具。为了在模拟中优化学习，学生必须沉浸在高保真环境中并在情感上投入，就像在临床实践中一样。本研究的主要目的是评估模拟训练期间和临床实践中的情绪。一项常用的程序——拔牙，被用作这项工作的指导。
在诊所或模拟环境中每次完成拔牙后，立即填写一份与牙科学生所经历情绪相关的自填式问卷。临床病例是一名儿科患者。
模拟中所经历的情绪与学生在临床实践中所经历的情绪相似。学生喜欢照顾他们的患者，但面对难相处的孩子时更容易失去冷静。学生报告说压力更大，并且与年幼患者沟通有困难。他们承认自己的情绪有时会影响对患者的护理。
情绪会影响临床决策。另一方面，教师必须考虑情绪在学习中的作用，以免使学生气馁。教师必须在让学生接触充满情绪的情况与采用有利于学习的方法之间取得平衡。
模拟有助于在临床实践中培训学生，并且可以包含相同范围的情绪。
