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Taysi AE, Taysi NM, Sismanoglu S. Evaluation of the efficacy of a simulation model used in oral and maxillofacial surgery education. BMC MEDICAL EDUCATION 2024; 24:310. [PMID: 38504298 PMCID: PMC10953247 DOI: 10.1186/s12909-024-05307-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2023] [Accepted: 03/13/2024] [Indexed: 03/21/2024]
Abstract
BACKGROUND The traditional teaching methods of dental education are gradually being replaced with futuristic education methods based on the usage of educational tools such as mannequin-based simulation models and virtual reality. However, the effectiveness of mannequin-based simulation models as a learning method in the field of oral surgery remains unclear. This study aims to investigate the efficacy of training on a tooth extraction model (TEM) in view of undergraduate dental students' experience and perception of their education. METHODS A quasi-experimental trial was implemented with two consecutive year classes, totaling 136 students at the Dentistry Faculty of Altinbas University, Turkiye. Two cohorts were created from dental students in the classes of 2023 and 2022 graduates. Cohort 1 (n = 71) received 14 h of theoretical education followed by 10 h of preclinical education on TEM. Cohort 2 (n = 65) received only 14 h of theoretical education. An anonymous questionnaire was prepared with four main sections including the preferences of learning style, participants' perceptions of the preclinical training methods, the students' competency and free text comments. Students' opinions were quantified with both 7-point Likert scales and thematic analysis. Anxiety levels were measured with the interval scale of anxiety response (ISAR). Descriptive statistics, inferential statistical and thematic analyses were conducted according to survey responses. Student characteristics were summarized and compared for two cohorts using a t-test. For all statistical analyses, the significance level was set atP ≤ 0.05. RESULT Cohort 1 was more comfortable with sequential motions performed with the forceps (P = 0.033) and felt more ready for their first clinical tooth extraction experience (P = 0.028). Cohort 2 showed a significantly higher preference for textbooks among supplementary materials (P = 0.04); however, they tended to exhibit lower self-confidence and higher anxiety levels, though without any statistical significance (P > 0.05). CONCLUSION It is clear that the students who have yet to start seeing patients benefit from increased practice with training models, which adequately reflect and represent real-life situations encountered in everyday practice.
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Affiliation(s)
- Aysegul Erten Taysi
- Faculty of Dentistry, Department of Oral and Maxillofacial Surgery, Altinbas University, Istanbul, 34147, Turkey.
| | - Nuri Mert Taysi
- Faculty of Dentistry, Department of Oral and Maxillofacial Surgery, Istanbul University-Cerrahpasa, Istanbul, 34098, Turkey
| | - Soner Sismanoglu
- Faculty of Dentistry, Department of Restorative Dentistry, Istanbul University-Cerrahpasa, Istanbul, 34098, Turkey
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Perez A, Green J, Moharrami M, Gianoni-Capenakas S, Kebbe M, Ganatra S, Ball G, Sharmin N. Active learning in undergraduate classroom dental education- a scoping review. PLoS One 2023; 18:e0293206. [PMID: 37883431 PMCID: PMC10602256 DOI: 10.1371/journal.pone.0293206] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Accepted: 10/07/2023] [Indexed: 10/28/2023] Open
Abstract
INTRODUCTION Previous reviews on active learning in dental education have not comprehensibly summarized the research activity on this topic as they have largely focused on specific active learning strategies. This scoping review aimed to map the breadth and depth of the research activity on active learning strategies in undergraduate classroom dental education. METHODS The review was guided by Arksey & O'Malley's multi-step framework and followed the PRISMA Extension Scoping Reviews guidelines. MEDLINE, ERIC, EMBASE, and Scopus databases were searched from January 2005 to October 2022. Peer-reviewed, primary research articles published in English were selected. Reference lists of relevant studies were verified to improve the search. Two trained researchers independently screened titles, abstracts, and full-texts articles for eligibility and extracted the relevant data. RESULTS In total, 93 studies were included in the review. All studies performed outcome evaluations, including reaction evaluation alone (n = 32; 34.4%), learning evaluation alone (n = 19; 20.4%), and reaction and learning evaluations combined (n = 42; 45.1%). Most studies used quantitative approaches (n = 85; 91.3%), performed post-intervention evaluations (n = 70; 75.3%), and measured student satisfaction (n = 73; 78.5%) and knowledge acquisition (n = 61; 65.6%) using direct and indirect (self-report) measures. Only 4 studies (4.3%) reported faculty data in addition to student data. Flipped learning, group discussion, problem-based learning, and team-based learning were the active learning strategies most frequently evaluated (≥6 studies). Overall, most studies found that active learning improved satisfaction and knowledge acquisition and was superior to traditional lectures based on direct and indirect outcome measures. CONCLUSION Active learning has the potential to enhance student learning in undergraduate classroom dental education; however, robust process and outcome evaluation designs are needed to demonstrate its effectiveness in this educational context. Further research is warranted to evaluate the impact of active learning strategies on skill development and behavioral change in order to support the competency-based approach in dental education.
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Affiliation(s)
- Arnaldo Perez
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Jacqueline Green
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | | | - Silvia Gianoni-Capenakas
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Maryam Kebbe
- Faculty of Kinesiology, University of New Brunswick, Fredericton, New Brunswick, Canada
| | - Seema Ganatra
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Geoff Ball
- Department of Pediatrics, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
| | - Nazlee Sharmin
- School of Dentistry, Faculty of Medicine & Dentistry, University of Alberta, Edmonton, Alberta, Canada
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Youssef SC, Aydin A, Canning A, Khan N, Ahmed K, Dasgupta P. Learning Surgical Skills Through Video-Based Education: A Systematic Review. Surg Innov 2023; 30:220-238. [PMID: 35968860 PMCID: PMC10280671 DOI: 10.1177/15533506221120146] [Citation(s) in RCA: 15] [Impact Index Per Article: 15.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/27/2023]
Abstract
BACKGROUND Educational videos are a potent resource for the learning of surgical skills among different study cohorts. However, there is limited evidence on the effectiveness of different educational video interventions and their features. UNLABELLED A systematic search of MEDLINE (via PubMed), Embase (via OVID), Cochrane libraries and Clinicaltrials.gov was performed from inception to 28/02/21. Studies included were not limited by date of publication, studies aiming to assess the impact of video-based interventions in the direct acquisition of surgical skill were included. Eligible studies were analysed based on study type, type of video intervention, method of assessment and period of education. The educational impact of the studies was also assessed as per Messick's framework for testing validity of evaluation methods and McGhagie's model for analysing translational outcomes. UNLABELLED 22 studies were deemed suitable for inclusion, of which 14/22 (63.6%) demonstrated a significant improvement in knowledge/skills following the video-based teaching interventions, 3/22 (13.6%) studies demonstrated an improvement in trainee satisfaction scores. A recurrent limitation of the included studies was the lack of validation of selected assessment methods. None of the included studies scored on all 5 parameters of validity as defined by Messicks validity framework. Furthermore, none of the included trials were conducted for long enough to indicate direct changes to patient outcomes resultant from educational methods. CONCLUSION Video-based surgical education is effective in learning surgical skills within different levels of surgical training; however, superior study quality and follow-up is required to determine which aspects of video-based interventions are most impactful.
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Affiliation(s)
- Samy Cheikh Youssef
- Guy’s, King’s and St Thomas’ School
of Medical Education, King’s College London, London, UK
| | - Abdullatif Aydin
- Guy’s Hospital, King’s College
London, MRC Centre for
Transplantation, London, UK
| | - Alexander Canning
- Guy’s, King’s and St Thomas’ School
of Medical Education, King’s College London, London, UK
| | - Nawal Khan
- Department of Urology, The London Clinic, London, UK
| | - Kamran Ahmed
- Guy’s Hospital, King’s College
London, MRC Centre for
Transplantation, London, UK
| | - Prokar Dasgupta
- Guy’s Hospital, King’s College
London, MRC Centre for
Transplantation, London, UK
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Dias da Silva MA, Pereira AC, Vital S, Mariño R, Ghanim A, Skelton‐Macedo MC, Kavadella A, Kakaboura A, Uribe SE, Johnson I, Dalessandri D, Walmsley AD. Online videos: The hidden curriculum. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:830-837. [PMID: 34989095 PMCID: PMC9790431 DOI: 10.1111/eje.12766] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2020] [Revised: 11/21/2021] [Accepted: 12/23/2021] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Dental undergraduates will access the Internet searching for learning materials to complement their training; however, open access content is not generally recommended by dental schools. This study aimed to evaluate how dental students are using online video content. MATERIALS AND METHODS Students from eight Universities (Athens, Birmingham, Brescia, Cardiff, Melbourne, Paris, Sao Paulo and Valdivia) representing three continents were invited to complete a survey on their access and learning from online videos. RESULTS International students behave similarly when studying dental content online. Of 515 respondents, 94.6% use the Internet as a learning tool. It was observed that videos are not frequently recommended during didactic lectures (9.6%). But many students (79.9%) will use YouTube for their learning which includes clinical procedures. Students will check online content before performing procedures for the first time (74.8%), to understand what was explained in class (65.9%) or read in books (59.5%), to relearn clinical techniques (64.7%) and to visualise rare procedures (49.8%). More than half of the students do not fully trust the accuracy or the reliability of online content. This does not prevent students from watching and sharing dental videos with classmates (64.4%). The content watched is not shared with teachers (23.3%) even when it contradicts what was learnt in the school (38.2%). CONCLUSION This study concludes that students regularly integrate open access digital resources into learning portfolios but are hesitant to inform their teachers about their viewing habits. Students wish to receive critical skills on how to evaluate the material they encounter outside their traditional learning space.
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Affiliation(s)
| | - Andresa Costa Pereira
- University of BirminghamBirminghamUK
- Universidade Federal de Campina GrandeCampina GrandeBrazil
| | | | | | | | | | | | | | - Sergio E. Uribe
- Universidad Austral de ChileValdiviaChile
- Riga Stradins UniversityRigaLatvia
- Riga Technical UniversityRigaLatvia
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Ahmet A, Gamze K, Rustem M, Sezen KA. Is Video-Based Education an Effective Method in Surgical Education? A Systematic Review. JOURNAL OF SURGICAL EDUCATION 2018; 75:1150-1158. [PMID: 29449162 DOI: 10.1016/j.jsurg.2018.01.014] [Citation(s) in RCA: 101] [Impact Index Per Article: 16.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2017] [Revised: 11/21/2017] [Accepted: 01/16/2018] [Indexed: 06/08/2023]
Abstract
OBJECTIVE Visual signs draw more attention during the learning process. Video is one of the most effective tool including a lot of visual cues. This systematic review set out to explore the influence of video in surgical education. We reviewed the current evidence for the video-based surgical education methods, discuss the advantages and disadvantages on the teaching of technical and nontechnical surgical skills. METHODS This systematic review was conducted according to the guidelines defined in the preferred reporting items for systematic reviews and meta-analyses statement. The electronic databases: the Cochrane Library, Medline (PubMED), and ProQuest were searched from their inception to the 30 January 2016. The Medical Subject Headings (MeSH) terms and keywords used were "video," "education," and "surgery." We analyzed all full-texts, randomised and nonrandomised clinical trials and observational studies including video-based education methods about any surgery. "Education" means a medical resident's or student's training and teaching process; not patients' education. We did not impose restrictions about language or publication date. RESULTS A total of nine articles which met inclusion criteria were included. These trials enrolled 507 participants and the total number of participants per trial ranged from 10 to 172. Nearly all of the studies reviewed report significant knowledge gain from video-based education techniques. The findings of this systematic review provide fair to good quality studies to demonstrate significant gains in knowledge compared with traditional teaching. Additional video to simulator exercise or 3D animations has beneficial effects on training time, learning duration, acquisition of surgical skills, and trainee's satisfaction. CONCLUSION Video-based education has potential for use in surgical education as trainees face significant barriers in their practice. This method is effective according to the recent literature. Video should be used in addition to standard techniques in the surgical education.
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Affiliation(s)
- Akgul Ahmet
- Department of Gerontology, Faculty of Health Sciences, Istanbul University, Istanbul, Turkey.
| | - Kus Gamze
- Division of Physiotherapy and Rehabilitation, Institute of Health Science, Istanbul University, Istanbul, Turkey; Department of Physiotherapy and Rehabilitation, Mustafa Kemal University, Hatay, Turkey
| | - Mustafaoglu Rustem
- Department of Neurological Physiotherapy and Rehabilitation, Faculty of Health Sciences, Istanbul University, Istanbul, Turkey
| | - Karaborklu Argut Sezen
- Department of Physiotherapy and Rehabilitation, Faculty of Health Sciences, Istanbul University, Istanbul, Turkey.
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Redford R, Durkan C, Sivarajasingam V, Emanuel C. Student perceptions of exodontia competency assessment in a UK dental school. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:92-100. [PMID: 27917574 DOI: 10.1111/eje.12248] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/08/2016] [Indexed: 06/06/2023]
Abstract
INTRODUCTION Modern medical and dental training has migrated from assessing only the quantity of procedures performed to a combined assessment of both competency and quantity. This study explores student perceptions of competency assessment in exodontia at a UK dental school. MATERIALS AND METHODS Anonymous questionnaires were distributed to dental students in years three, four and five at the School of Dentistry, Cardiff University (n=149). Responses consisted of dichotomous tick boxes and 5-point Likert scales, with thematic analysis of free-text responses. Discrete variables were analysed using simple descriptive statistics. Recurring themes were identified from the responses. RESULTS A total of 129 questionnaires were returned (response rate 87%). Feedback from students indicated that they felt well prepared to undertake the competency assessment, agreeing that year three is the most appropriate year to assess competency (69%; n=86). In 50% of cases (n=65), the clinical supervisor was not present for the duration of the assessment. The undergraduate student body would like further teaching in the use of elevators (89%; n=114). CONCLUSION The competency assessment was deemed fit for purpose by the undergraduate student body. Further developments in the areas of clinical supervision and teaching on the use of elevators were considered and recommendations made to the School of Dentistry, Cardiff University. The current oral surgery course incorporates some of the recommendations.
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Affiliation(s)
- R Redford
- Department of Oral Surgery, School of Dentistry, Cardiff University, Cardiff, UK
| | | | - V Sivarajasingam
- Department of Oral Surgery, School of Dentistry, Cardiff University, Cardiff, UK
| | - C Emanuel
- Department of Oral Surgery, School of Dentistry, Cardiff University, Cardiff, UK
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Ludwig B, Bister D, Schott TC, Lisson JA, Hourfar J. Assessment of two e-learning methods teaching undergraduate students cephalometry in orthodontics. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2016; 20:20-25. [PMID: 25560366 DOI: 10.1111/eje.12135] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/01/2014] [Indexed: 06/04/2023]
Abstract
AIM Cephalometry is important for orthodontic diagnosis and treatment planning and is part of the core curriculum for training dentists. Training involves identifying anatomical landmarks. The aim of this investigation was to assess whether e-learning improves learning efficiency; a programme specifically designed for this purpose was compared to commercially available software. METHODS Thirty undergraduate students underwent traditional training of cephalometry consisting of lectures and tutorials. Tracing skills were tested immediately afterwards (T0). The students were then randomly allocated to three groups: 10 students served as control (CF); they were asked to improve their skills using the material provided so far. Ten students were given a program specifically designed for this study that was based on a power point presentation (PPT). The last group was given a commercially available program that included teaching elements (SW). The groups were tested at the end the six week training (T1). The test consisted of tracing 30 points on two radiographs and a point score improvement was calculated. The students were interviewed after the second test. RESULTS Both e-learning groups improved more than the traditional group. Improvement scores were four for CF; 8.6 for PPT and 2.8 for SW. For PPT all participants improved and the student feedback was the best compared to the other groups. For the other groups some candidates worsened. CONCLUSIONS Blended learning produced better learning outcomes compared to using a traditional teaching method alone. The easy to use Power Point based custom software produced better results than the commercially available software.
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Affiliation(s)
- B Ludwig
- Private practice, Traben-Trarbach, Germany
- Department of Orthodontics, University of Homburg/Saar, Homburg/Saar, Germany
| | - D Bister
- Department of Orthodontics, Guy's Hospital, London, UK
| | - T C Schott
- Department of Orthodontics, University of Tuebingen, Tuebingen, Germany
| | - J A Lisson
- Department of Orthodontics, University of Homburg/Saar, Germany
| | - J Hourfar
- Private practice, Reinheim, Germany
- Department of Orthodontics, University of Heidelberg, Heidelberg, Germany
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Miller CJ, Aiken SA, Metz MJ. Perceptions of D.M.D. student readiness for basic science courses in the United States: can online review modules help? EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2015; 19:1-7. [PMID: 25756103 DOI: 10.1111/eje.12094] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
There can be a disconnect between the level of content covered in undergraduate coursework and the expectations of professional-level faculty of their incoming students. Some basic science faculty members may assume that students have a good knowledge base in the material and neglect to appropriately review, whilst others may spend too much class time reviewing basic material. It was hypothesised that the replacement of introductory didactic physiology lectures with interactive online modules could improve student preparedness prior to lectures. These modules would also allow faculty members to analyse incoming student abilities and save valuable face-to-face class time for alternative teaching strategies. Results indicated that the performance levels of incoming U.S. students were poor (57% average on a pre-test), and students often under-predicted their abilities (by 13% on average). Faculty expectations varied greatly between the different content areas and did not appear to correlate with the actual student performance. Three review modules were created which produced a statistically significant increase in post-test scores (46% increase, P < 0.0001, n = 114-115). The positive results of this study suggest a need to incorporate online review units in the basic science dental school courses and revise introductory material tailored to students' strengths and needs.
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Gallagher AM, Gilligan R, McGrath M, Taylor T. The effect of DVD training on the competence of occupational therapy students in manual handling: A pilot study. INTERNATIONAL JOURNAL OF THERAPY AND REHABILITATION 2014. [DOI: 10.12968/ijtr.2014.21.12.575] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
| | - Robert Gilligan
- Occupational therapy student, National University of Ireland, Galway, Ireland
| | - Margaret McGrath
- Lecturer in occupational therapy, National University of Ireland, Galway, Ireland
| | - Teri Taylor
- Senior lecturer in workforce development innovation, Department of Sport, Exercise and Rehabilitation, Northumbria University, UK
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Clark NP, Marks JG, Sandow PR, Seleski CE, Logan HL. Comparative Effectiveness of Instructional Methods: Oral and Pharyngeal Cancer Examination. J Dent Educ 2014. [DOI: 10.1002/j.0022-0337.2014.78.4.tb05714.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Nereyda P. Clark
- Department of Restorative Dental Sciences; University of Florida College of Dentistry
| | - John G. Marks
- Southeast Center for Research to Reduce Disparities in Oral Health; Department of Community Dentistry; University of Florida
| | - Pamela R. Sandow
- Department of Oral and Maxillofacial Diagnostic Sciences; University of Florida College of Dentistry
| | - Christine E. Seleski
- Southeast Center for Research to Reduce Disparities in Oral Health; Department of Community Dentistry; University of Florida
| | - Henrietta L. Logan
- Southeast Center for Research to Reduce Disparities in Oral Health; Department of Community Dentistry; University of Florida
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Denadai R, Saad-Hossne R, Oshiiwa M, Bastos EM. Training on synthetic ethylene-vinyl acetate bench model allows novice medical students to acquire suture skills. Acta Cir Bras 2012; 27:271-8. [PMID: 22460260 DOI: 10.1590/s0102-86502012000300012] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2011] [Accepted: 01/23/2012] [Indexed: 02/08/2023] Open
Abstract
PURPOSE To assess the acquisition of suture skills by training on ethylene-vinyl acetate bench model in novice medical students. METHODS Sixteen medical students without previous surgery experience (novices) were randomly divided into two groups. During one hour group A trained sutures on ethylene-vinyl acetate (EVA) bench model with feedback of instructors, while group B (control) received a faculty-directed training based on books and instructional videos. All students underwent a both pre-and post-tests to perform two-and three-dimensional sutures on ox tongue. All recorded performances were evaluated by two blinded evaluators, using the Global Rating Scale. RESULTS Although both groups have had a better performance (p<0.05) in the post-test when compared with the pre-test, the analysis of post-test showed that group A (EVA) had a better performance (p<0.05) when compared with group B (control). CONCLUSION The ethylene vinyl acetate bench model allowed the novice students to acquire suture skills faster when compared to the traditional model of teaching.
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Affiliation(s)
- Rafael Denadai
- Division of Plastic and Reconstructive Surgery, Department of Surgery, School of Medical Sciences, UNIMAR, Marilia-SP, Brazil.
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Denadai R, Oshiiwa M, Saad-Hossne R. Does bench model fidelity interfere in the acquisition of suture skills by novice medical students? Rev Assoc Med Bras (1992) 2012. [DOI: 10.1590/s0104-42302012000500019] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/08/2023] Open
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Denadai R, Oshiiwa M, Saad-Hossne R. Does bench model fidelity interfere in the acquisition of suture skills by novice medical students? Rev Assoc Med Bras (1992) 2012. [DOI: 10.1016/s0104-4230(12)70256-7] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
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