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Assessing clinical simulation as a learning tool when training motivation skills in Periodontology—Students' perceptions
Author(s) -
Codeço Andreia,
Dias Coutinho Verónica Rita,
PereiraLopes Otília,
FariaAlmeida Ricardo,
Santos Resende Marta
Publication year - 2020
Publication title -
european journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.583
H-Index - 41
eISSN - 1600-0579
pISSN - 1396-5883
DOI - 10.1111/eje.12544
Subject(s) - periodontology , likert scale , medical education , debriefing , perception , psychology , preparedness , confidentiality , medicine , dentistry , computer science , developmental psychology , computer security , neuroscience , political science , law
The prevention and long‐term success of the treatment of periodontal diseases depend on patient compliance with oral health; thus, there is a need to alert and motivate them to control the disease. Clinical simulation emerges as a useful teaching strategy in the development of these clinical skills since it allows the replication of real situations interactively using a simulator or role‐play. Aim This study aimed to evaluate clinical simulation as a learning methodology in Periodontology, through students' perceptions. Materials and Methods A quantitative and descriptive study was developed with 51 students of an undergraduate dentistry degree. Data collection was done through a voluntary, anonymous and confidential survey. Students were asked to express their level of agreement with 27 items using a Likert scale ranging from 1 to 5. Statistical analysis included measures of central tendency, measures of dispersion, variability and frequency distribution. Results Students believe that clinical simulation contributes to an active participation of learners in their learning process, promoting the development of skills such as communication, priority management and decision‐making. They also mention that debriefing is an essential moment of this process, in which the consolidation of knowledge and the structuring of thought are promoted. Conclusion Students make a positive evaluation of clinical simulation, perceiving it as an effective learning methodology.