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espanolEn este estudio se evaluo el impacto de un modelo de simulacion de anestesia dental por infiltracion (IAM) y de un modelo de simulacion de anestesia dental por bloqueo (CAM) en la percepcion del aprendizaje en estudiantes mexicanos en estomatologia. El objetivo fue comparar la percepcion en el aprendizaje de estudiantes que entrenaron empleando dos distintos modelos de simulacion de anestesia dental con estudiantes que no recibieron entrenamiento empleando algun modelo de simulacion de anestesia dental. Participaron 3 grupos en el estudio: G1 (n=12) aprendieron el bloqueo del nervio mentoniano (BNM) al participar en una clase teorica (sesion 1) y en una demostracion clinica (sesion 2); G2 (n=12) aprendieron la tecnica de anestesia del BNM al participar en la sesion 1, sesion 2 y entrenando con el CAM; G3 (n=12) aprendieron la tecnica del BNM al participar en la sesion 1, sesion 2 y entrenando con el IAM. Los grupos aplicaron la tecnica del BNM en un ejercicio clinico. Se midio el tiempo de trabajo de los participantes. La percepcion del aprendizaje de los participantes se evaluo con una Escala de Likert de 5 items. Los resultados mostraron diferencias estadisticamente significativas entre los valores del G2 y del G3 en comparacion con el G1. No se encontraron diferencias estadisticas entre los valores del G2 y del G3. El tiempo de trabajo para el G1, G2 y G3 fue respectivamente de: 12:42 minutos, 9.75 minutos y 8:03 minutos, (P EnglishWe evaluated an infiltration anesthesia simulation model (IAM) and a conduction anesthesia simulation model (CAM) on the perception of learning by Mexican dental students. Our aim was to compare the perception of learning by dental students trained with two distinct dental anesthesia simulation model (DASM) with dental students who were not trained with a DASM. 3 groups participated in the study: G1 (N=12 students) learned to block the mental nerve (BMN) by participating in a theoretical lecture (stage 1) and a clinical demonstration (stage 2); G2 (N=12 students) learned the BMN by participating in the stage 1, stage 2, and training with the CAM; G3 (N=12 students) learned the BMN by participating in the stage 1, stage 2, and training with the IAM. The groups performed the BMN in a clinical exercise. Working-time of all participants was timed. Perception of learning for all participants was evaluated with a 5-point Likert Scale. The results showed that statistically significant differences were found between score of G1 and score of G2 and score of G3 (P

Impact of Two Distinct Dental Anesthesia Simulation Models on the Perception of Learning by Students