Learning of the mental nerve block technique with dental anaesthesia simulation models builds motor skills and confidence in dental students

We compared the motor learning, self‐confidence whilst performing an anaesthesia technique and the perception of confidence between a group of students trained (G1) with two distinct dental anaesthesia simulation models (DASM) and a group of students (G2) not trained with DASM. Materials and methods The G1 students (n = 22) were trained with a learning protocol including a DASM for simulating a puncture and a DASM for simulating an injection of dental anaesthesia. The G2 students (n = 22) received no such training. Both groups performed the mental nerve block (MNB) in a clinical setting, after which the average working time (motor learning), number of times help was requested for performing the MNB (self‐confidence) and the scores of a Likert Scale questionnaire (perception of confidence) between the groups were compared with a t test. Results Compared with G2, the G1 students showed a shorter average working time (G1, 7:30 ± 0:54 min; G2, 9:06 ± 2:27 min; P =  .017). Hence, G1 students had better motor skills. They also requested help when performing the MNB fewer times than the G2 students (G1, 2.2 ± 0.5 times; G2, 4.6 ± 1.95 times; P  < .001). On the other hand, the G1 students demonstrated better perception of confidence (Likert Scale questionnaire) when performing the MNB compared with the G2 students ( P  = .007). Conclusion The learning protocol with two different DASMs had a positive effect on the motor skills and the confidence of dental students performing the mental nerve block.