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Fąferek J, Cariou PL, Hege I, Mayer A, Morin L, Rodriguez-Molina D, Sousa-Pinto B, Kononowicz AA. Integrating virtual patients into undergraduate health professions curricula: a framework synthesis of stakeholders' opinions based on a systematic literature review. BMC MEDICAL EDUCATION 2024; 24:727. [PMID: 38969998 PMCID: PMC11225252 DOI: 10.1186/s12909-024-05719-1] [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: 03/20/2024] [Accepted: 06/27/2024] [Indexed: 07/07/2024]
Abstract
BACKGROUND Virtual patients (VPs) are widely used in health professions education. When they are well integrated into curricula, they are considered to be more effective than loosely coupled add-ons. However, it is unclear what constitutes their successful integration. The aim of this study was to identify and synthesise the themes found in the literature that stakeholders perceive as important for successful implementation of VPs in curricula. METHODS We searched five databases from 2000 to September 25, 2023. We included qualitative, quantitative, mixed-methods and descriptive case studies that defined, identified, explored, or evaluated a set of factors that, in the perception of students, teachers, course directors and researchers, were crucial for VP implementation. We excluded effectiveness studies that did not consider implementation characteristics, and studies that focused on VP design factors. We included English-language full-text reports and excluded conference abstracts, short opinion papers and editorials. Synthesis of results was performed using the framework synthesis method with Kern's six-step model as the initial framework. We appraised the quality of the studies using the QuADS tool. RESULTS Our search yielded a total of 4808 items, from which 21 studies met the inclusion criteria. We identified 14 themes that formed an integration framework. The themes were: goal in the curriculum; phase of the curriculum when to implement VPs; effective use of resources; VP alignment with curricular learning objectives; prioritisation of use; relation to other learning modalities; learning activities around VPs; time allocation; group setting; presence mode; VPs orientation for students and faculty; technical infrastructure; quality assurance, maintenance, and sustainability; assessment of VP learning outcomes and learning analytics. We investigated the occurrence of themes across studies to demonstrate the relevance of the framework. The quality of the studies did not influence the coverage of the themes. CONCLUSIONS The resulting framework can be used to structure plans and discussions around implementation of VPs in curricula. It has already been used to organise the curriculum implementation guidelines of a European project. We expect it will direct further research to deepen our knowledge on individual integration themes.
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Affiliation(s)
- Joanna Fąferek
- Center for Innovative Medical Education, Jagiellonian University Medical College, Medyczna 7, Krakow, 30-688, Poland.
| | - Pierre-Louis Cariou
- Faculty of Medicine, Paris Saclay University, Le Kremlin-Bicetre, 94270, France
| | - Inga Hege
- Paracelsus Medical University, Prof.-Ernst-Nathan-Str. 1, 90419, Nürnberg, Germany
| | - Anja Mayer
- Medical Education Sciences, University of Augsburg, 86159, Augsburg, Germany
| | - Luc Morin
- Faculty of Medicine, Paris Saclay University, Le Kremlin-Bicetre, 94270, France
| | - Daloha Rodriguez-Molina
- Institute and Clinic for Occupational, Social and Environmental Medicine, LMU University Hospital, 80336, Munich, Germany
| | - Bernardo Sousa-Pinto
- Department of Community Medicine, Information and Health Decision Sciences, Faculty of Medicine, University of Porto, Porto, Portugal
| | - Andrzej A Kononowicz
- Department of Bioinformatics and Telemedicine, Jagiellonian University Medical College, Medyczna 7, Krakow, 30-688, Poland.
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Yoshida S, Watanabe A, Sugahara K, Odaka K, Katakura A, Takano M. Osteotomy training for dental students using three-dimensional simulation software and maxillofacial three-dimensional-printed models. J Dent Educ 2022; 86:526-534. [PMID: 34978716 DOI: 10.1002/jdd.12860] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Revised: 10/27/2021] [Accepted: 11/23/2021] [Indexed: 11/11/2022]
Abstract
PURPOSE/OBJECTIVES Simulated educational models of teeth, bones, and gums have been used for a long time in procedural skills training in dentistry. The advent of three-dimensional (3D) printing technologies and additive manufacturing has facilitated the production of more advanced 3D printed models that can be utilized for surgical and dental training together with other technologies (e.g., 3D scanners and image analysis software). METHODS We conducted training on osteotomy in the maxilla and mandible using maxillofacial simulation software (MSS) and a 3D-printed model for 5th-year undergraduate dental students (13 students in 2017 and 11 students in 2018 with more than half of their results). We compared the group (13 students) who performed osteotomy after participating in the simulation lecture with those (11 students) who performed osteotomy after performing self-simulation (they were instructed to bring their personal computers and install the MSS) using tests and questionnaires (pre- and post-curriculum). RESULTS The average test score was significantly higher in the group who performed osteotomy using the 3D-printed model after performing self-simulation; participants in this group had acquired a better understanding of the surgical procedure. Comparison using questionnaires showed a significant difference in the students' understanding of instruments and surgical techniques between both groups. CONCLUSION The MSS and 3D printed models are widely used clinically. Incorporating these in the curriculum will help accelerate student development. In addition, prompt education on the purpose and usefulness of these tools will not only facilitate simulation software and 3D-printed model-based treatment plan in the clinic but also promote further research.
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Affiliation(s)
- Shuji Yoshida
- Department of Oral and Maxillofacial Surgery, Tokyo Dental College, Tokyo, Japan
| | - Akira Watanabe
- Department of Oral and Maxillofacial Surgery, Tokyo Dental College, Tokyo, Japan
| | - Keisuke Sugahara
- Department of Oral Pathobiological Science and Surgery, Tokyo Dental College, Tokyo, Japan
| | - Kento Odaka
- Department of Dental Radiology, Tokyo Dental College, Tokyo, Japan
| | - Akira Katakura
- Department of Oral Pathobiological Science and Surgery, Tokyo Dental College, Tokyo, Japan
| | - Masayuki Takano
- Department of Oral and Maxillofacial Surgery, Tokyo Dental College, Tokyo, Japan
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Dsouza TS, Hegde MN, Pais KP. e-Learning: An Uphill to Reshaping Learning in Dentistry in India in the COVID-19 Pandemic Era. JOURNAL OF HEALTH AND ALLIED SCIENCES NU 2021. [DOI: 10.1055/s-0041-1731862] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
AbstractThe sudden outbreak of the coronavirus disease 2019 pandemic has compelled universities worldwide to implement strategies for resuming academic courses by transferring some courses to a virtual modality. e-Learning has provided an excellent platform for education during this crisis. This review article discusses the various aspects of e-learning process that have to be considered before implementation, and the strengths and flaws of online education during this pandemic. It also sheds light on the necessary actions required to enhance the efficiency of e-learning in the future.
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Affiliation(s)
- Teena Sheethal Dsouza
- Department of Conservative Dentistry and Endodontics, A.B. Shetty Memorial Institute of Dental Sciences, Nitte (deemed to be) University, Mangalore, Karnataka, India
| | - Mithra N. Hegde
- Department of Conservative Dentistry and Endodontics, A.B. Shetty Memorial Institute of Dental Sciences, Nitte (deemed to be) University, Mangalore, Karnataka, India
| | - Kelvin Peter Pais
- Public Health Dentistry Fr. Mullers Charitable Institutions, Mangalore, Karnataka, India
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Marei HF, Al-Eraky MM, Almasoud NN, Donkers J, Van Merrienboer JJG. The use of virtual patient scenarios as a vehicle for teaching professionalism. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e253-e260. [PMID: 28691267 DOI: 10.1111/eje.12283] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/13/2017] [Indexed: 06/07/2023]
Abstract
OBJECTIVES This study aimed to measure students' perceptions of virtual patient scenarios (VPs) for developing ethical reasoning skills and to explore features in VP design that are necessary to promote professionalism. METHODS Sixty-five dental students participated in learning sessions that involved collaborative practice with five VPs (four high fidelity and one low fidelity), followed by reflection sessions. Students' perceptions towards the use of VPs in developing ethical reasoning skills were assessed using a questionnaire that involved 10 closed and three open-ended questions. RESULTS High-fidelity VPs were perceived as significantly better for developing ethical reasoning skills than low-fidelity VPs. Analyses of answers to open-ended questions revealed two new features that are specific for VPs intended for teaching professionalism, which are VP dramatic structure and how it should end. CONCLUSION VPs intended for teaching professionalism need to have high fidelity, follow a specific dramatic structure and should include multiple plausible endings. The use of VPs as part of a collaborative activity that is followed by a reflection session is perceived as an effective tool for the development of ethical reasoning skills in dental education.
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Affiliation(s)
- H F Marei
- College of Dentistry, University of Dammam, Dammam, Saudi Arabia
- Faculty of Dentistry, Suez Canal University, Ismailia, Egypt
| | - M M Al-Eraky
- Directorate for Development and Academic Initiatives, University of Dammam, Dammam, Saudi Arabia
- Faculty of Medicine, Zagazig University, Zagazig, Egypt
| | - N N Almasoud
- College of Dentistry, University of Dammam, Dammam, Saudi Arabia
| | - J Donkers
- School of Health Professions Education, Maastricht University, Maastricht, Netherlands
| | - J J G Van Merrienboer
- School of Health Professions Education, Maastricht University, Maastricht, Netherlands
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Mays KA, Branch-Mays GL. A Systematic Review of the Use of Self-Assessment in Preclinical and Clinical Dental Education. J Dent Educ 2016. [DOI: 10.1002/j.0022-0337.2016.80.8.tb06170.x] [Citation(s) in RCA: 42] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Keith A. Mays
- Department of Restorative Sciences; University of Minnesota School of Dentistry
| | - Grishondra L. Branch-Mays
- Department of Developmental and Surgical Sciences and Director of Interprofessional Education; University of Minnesota School of Dentistry
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Weiner CK, Skålén M, Harju-Jeanty D, Heymann R, Rosén A, Fors U, Lund B. Implementation of a Web-Based Patient Simulation Program to Teach Dental Students in Oral Surgery. J Dent Educ 2016. [DOI: 10.1002/j.0022-0337.2016.80.2.tb06068.x] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
Affiliation(s)
- Carina Kruger Weiner
- Division of Oral and Maxillofacial Surgery; Department of Dental Medicine; Karolinska Institutet; Stockholm Sweden
- Department of Oral and Maxillofacial Surgery; Karolinska University Hospital; Huddinge Sweden
| | - Maya Skålén
- Department of Dental Medicine; Karolinska Institutet; Stockholm Sweden
| | - Dick Harju-Jeanty
- Department of Dental Medicine; Karolinska Institutet; Stockholm Sweden
| | - Robert Heymann
- Division of Oral and Maxillofacial Surgery; Department of Dental Medicine; Karolinska Institutet; Stockholm Sweden
- Department of Oral and Maxillofacial Surgery; Karolinska University Hospital; Huddinge Sweden
| | - Annika Rosén
- Division of Oral and Maxillofacial Surgery; Department of Clinical Dentistry; University of Bergen; Bergen Norway
| | - Uno Fors
- Department of Computer and Sciences; Stockholm University; Stockholm Sweden
| | - Bodil Lund
- Division of Oral and Maxillofacial Surgery; Department of Dental Medicine; Karolinska Institutet; Stockholm Sweden
- Department of Oral and Maxillofacial Surgery; Karolinska University Hospital; Huddinge Sweden
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Antoniou PE, Athanasopoulou CA, Dafli E, Bamidis PD. Exploring design requirements for repurposing dental virtual patients from the web to second life: a focus group study. J Med Internet Res 2014; 16:e151. [PMID: 24927470 PMCID: PMC4090374 DOI: 10.2196/jmir.3343] [Citation(s) in RCA: 38] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2014] [Revised: 05/01/2014] [Accepted: 05/13/2014] [Indexed: 11/13/2022] Open
Abstract
Background Since their inception, virtual patients have provided health care educators with a way to engage learners in an experience simulating the clinician’s environment without danger to learners and patients. This has led this learning modality to be accepted as an essential component of medical education. With the advent of the visually and audio-rich 3-dimensional multi-user virtual environment (MUVE), a new deployment platform has emerged for educational content. Immersive, highly interactive, multimedia-rich, MUVEs that seamlessly foster collaboration provide a new hotbed for the deployment of medical education content. Objective This work aims to assess the suitability of the Second Life MUVE as a virtual patient deployment platform for undergraduate dental education, and to explore the requirements and specifications needed to meaningfully repurpose Web-based virtual patients in MUVEs. Methods Through the scripting capabilities and available art assets in Second Life, we repurposed an existing Web-based periodontology virtual patient into Second Life. Through a series of point-and-click interactions and multiple-choice queries, the user experienced a specific periodontology case and was asked to provide the optimal responses for each of the challenges of the case. A focus group of 9 undergraduate dentistry students experienced both the Web-based and the Second Life version of this virtual patient. The group convened 3 times and discussed relevant issues such as the group’s computer literacy, the assessment of Second Life as a virtual patient deployment platform, and compared the Web-based and MUVE-deployed virtual patients. Results A comparison between the Web-based and the Second Life virtual patient revealed the inherent advantages of the more experiential and immersive Second Life virtual environment. However, several challenges for the successful repurposing of virtual patients from the Web to the MUVE were identified. The identified challenges for repurposing of Web virtual patients to the MUVE platform from the focus group study were (1) increased case complexity to facilitate the user’s gaming preconception in a MUVE, (2) necessity to decrease textual narration and provide the pertinent information in a more immersive sensory way, and (3) requirement to allow the user to actuate the solutions of problems instead of describing them through narration. Conclusions For a successful systematic repurposing effort of virtual patients to MUVEs such as Second Life, the best practices of experiential and immersive game design should be organically incorporated in the repurposing workflow (automated or not). These findings are pivotal in an era in which open educational content is transferred to and shared among users, learners, and educators of various open repositories/environments.
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Affiliation(s)
- Panagiotis E Antoniou
- Medical School, Faculty of Health Sciences, Aritstotle University of Thessaloniki, Thessaloniki, Greece
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Karakus A, Senyer N. The preparedness level of final year medical students for an adequate medical approach to emergency cases: computer-based medical education in emergency medicine. Int J Emerg Med 2014; 7:3. [PMID: 24386919 PMCID: PMC3926321 DOI: 10.1186/1865-1380-7-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2013] [Accepted: 11/16/2013] [Indexed: 11/16/2022] Open
Abstract
Background We aimed to observe the preparedness level of final year medical students in approaching emergencies by computer-based simulation training and evaluate the efficacy of the program. Methods A computer-based prototype simulation program (Lsim), designed by researchers from the medical education and computer science departments, was used to present virtual cases for medical learning. Fifty-four final year medical students from Ondokuz Mayis University School of Medicine attended an education program on June 20, 2012 and were trained with Lsim. Volunteer attendants completed a pre-test and post-test exam at the beginning and end of the course, respectively, on the same day. Results Twenty-nine of the 54 students who attended the course accepted to take the pre-test and post-test exams; 58.6% (n = 17) were female. In 10 emergency medical cases, an average of 3.9 correct medical approaches were performed in the pre-test and an average of 9.6 correct medical approaches were performed in the post-test (t = 17.18, P = 0.006). Conclusions This study’s results showed that the readiness level of students for an adequate medical approach to emergency cases was very low. Computer-based training could help in the adequate approach of students to various emergency cases.
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Affiliation(s)
- Akan Karakus
- Department of Medical Education, Medical Faculty, Ondokuz Mayıs University, 55139 Kurupelit/Samsun, Turkey.
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Cederberg RA, Bentley DA, Halpin R, Valenza JA. Use of Virtual Patients in Dental Education: A Survey of U.S. and Canadian Dental Schools. J Dent Educ 2012. [DOI: 10.1002/j.0022-0337.2012.76.10.tb05391.x] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
| | - Dan A. Bentley
- Restorative Dentistry and Biomaterials; University of Texas School of Dentistry; Houston
| | - Richard Halpin
- Manager of Educational Technology, Educational and Technology Services; University of Texas School of Dentistry; Houston
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Bateman J, Allen ME, Kidd J, Parsons N, Davies D. Virtual patients design and its effect on clinical reasoning and student experience: a protocol for a randomised factorial multi-centre study. BMC MEDICAL EDUCATION 2012; 12:62. [PMID: 22853706 PMCID: PMC3441814 DOI: 10.1186/1472-6920-12-62] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2012] [Accepted: 07/04/2012] [Indexed: 05/10/2023]
Abstract
BACKGROUND Virtual Patients (VPs) are web-based representations of realistic clinical cases. They are proposed as being an optimal method for teaching clinical reasoning skills. International standards exist which define precisely what constitutes a VP. There are multiple design possibilities for VPs, however there is little formal evidence to support individual design features. The purpose of this trial is to explore the effect of two different potentially important design features on clinical reasoning skills and the student experience. These are the branching case pathways (present or absent) and structured clinical reasoning feedback (present or absent). METHODS/DESIGN This is a multi-centre randomised 2 x 2 factorial design study evaluating two independent variables of VP design, branching (present or absent), and structured clinical reasoning feedback (present or absent).The study will be carried out in medical student volunteers in one year group from three university medical schools in the United Kingdom, Warwick, Keele and Birmingham. There are four core musculoskeletal topics. Each case can be designed in four different ways, equating to 16 VPs required for the research. Students will be randomised to four groups, completing the four VP topics in the same order, but with each group exposed to a different VP design sequentially. All students will be exposed to the four designs. Primary outcomes are performance for each case design in a standardized fifteen item clinical reasoning assessment, integrated into each VP, which is identical for each topic. Additionally a 15-item self-reported evaluation is completed for each VP, based on a widely used EViP tool. Student patterns of use of the VPs will be recorded.In one centre, formative clinical and examination performance will be recorded, along with a self reported pre and post-intervention reasoning score, the DTI. Our power calculations indicate a sample size of 112 is required for both primary outcomes. DISCUSSION This trial will provide robust evidence to support the effectiveness of different designs of virtual patients, based on student performance and evaluation. The cases and all learning materials will be open access and available on a Creative Commons Attribution-Share-Alike license.
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Affiliation(s)
- James Bateman
- Education and Development Research Team, Warwick Medical School, Coventry CV4 7AL, UK
- University Hospitals Coventry and Warwickshire, NHS Trust, Lakin Road, Coventry CV2 2DX, UK
| | - Maggie E Allen
- University Hospitals Coventry and Warwickshire, NHS Trust, Lakin Road, Coventry CV2 2DX, UK
| | - Jane Kidd
- Education and Development Research Team, Warwick Medical School, Coventry CV4 7AL, UK
| | - Nick Parsons
- Department of Statistics, Warwick Medical School, Coventry, CV4 7AL, UK
| | - David Davies
- Education and Development Research Team, Warwick Medical School, Coventry CV4 7AL, UK
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Forsberg E, Georg C, Ziegert K, Fors U. Virtual patients for assessment of clinical reasoning in nursing -- a pilot study. NURSE EDUCATION TODAY 2011; 31:757-762. [PMID: 21159412 DOI: 10.1016/j.nedt.2010.11.015] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2010] [Revised: 10/29/2010] [Accepted: 11/11/2010] [Indexed: 05/30/2023]
Abstract
In different nursing programmes, one important learning outcome is clinical reasoning (CR) skills. However, to date, there is limited number of methods available for assessment of CR skills; especially for distance-based courses. This study investigates students' opinions about the feasibility of using Virtual Patients (VPs) for assessing CR in nursing education. VPs were introduced as an assessment tool in three different nursing courses at two universities, comprising 77 students in total. Students' overall acceptance of this assessment tool, including its applicability to the practise of nursing and the potential of VP-based assessment as a learning experience, were investigated using questionnaires. Course directors used the Web-SP system to assess students' interactions with VPs and their answers regarding diagnoses, caring procedures and their justifications. Students' found the VP cases to be realistic and engaging, and indicate a high level of acceptance for this assessment method. In addition, the students' indicated that VPs were good for practising their clinical skills, although some would prefer that the VP system be less "medical" and asked for more focus on nursing. Although most students supplied correct diagnoses and made adequate clinical decisions, there was a wide range in their ability to explain their clinical reasoning processes.
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Affiliation(s)
- Elenita Forsberg
- School of Social and Health Sciences, Halmstad University, Sweden
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Lund B, Fors U, Sejersen R, Sallnäs EL, Rosén A. Student perception of two different simulation techniques in oral and maxillofacial surgery undergraduate training. BMC MEDICAL EDUCATION 2011; 11:82. [PMID: 21992604 PMCID: PMC3209444 DOI: 10.1186/1472-6920-11-82] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2011] [Accepted: 10/12/2011] [Indexed: 05/07/2023]
Abstract
BACKGROUND Yearly surveys among the undergraduate students in oral and maxillofacial surgery at Karolinska Institutet have conveyed a wish for increased clinical training, and in particular, in surgical removal of mandibular third molars. Due to lack of resources, this kind of clinical supervision has so far not been possible to implement. One possible solution to this problem might be to introduce simulation into the curriculum. The purpose of this study was to investigate undergraduate students' perception of two different simulation methods for practicing clinical reasoning skills and technical skills in oral and maxillofacial surgery. METHODS Forty-seven students participating in the oral and maxillofacial surgery course at Karolinska Institutet during their final year were included. Three different oral surgery patient cases were created in a Virtual Patient (VP) Simulation system (Web-SP) and used for training clinical reasoning. A mandibular third molar surgery simulator with tactile feedback, providing hands on training in the bone removal and tooth sectioning in third molar surgery, was also tested. A seminar was performed using the combination of these two simulators where students' perception of the two different simulation methods was assessed by means of a questionnaire. RESULTS The response rate was 91.5% (43/47). The students were positive to the VP cases, although they rated their possible improvement of clinical reasoning skills as moderate. The students' perception of improved technical skills after training in the mandibular third molar surgery simulator was rated high. The majority of the students agreed that both simulation techniques should be included in the curriculum and strongly agreed that it was a good idea to use the two simulators in concert. The importance of feedback from the senior experts during simulator training was emphasised. CONCLUSIONS The two tested simulation methods were well accepted and most students agreed that the future curriculum would benefit from permanent inclusion of these exercises, especially when used in combination. The results also stress the importance of teaching technical skills and clinical reasoning in concert.
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Affiliation(s)
- Bodil Lund
- Division of Oral and Maxillofacial Surgery, Department of Dental Medicine, Karolinska Institutet, Stockholm, Sweden
| | - Uno Fors
- Department of Computer and Systems Sciences, Stockholm University, Sweden and Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Sweden
| | - Ronny Sejersen
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Sweden
| | - Eva-Lotta Sallnäs
- School of Computer Science and Communication, KTH, Stockholm, Sweden
| | - Annika Rosén
- Division of Oral and Maxillofacial Surgery, Department of Dental Medicine, Karolinska Institutet, Stockholm, Sweden
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