| Fugill 2013 |
Nil |
Review article |
Review |
Preclinical skills |
Simulation control and standardisation. Simulation simplification through handpiece manipulation and procedural skills. Controlled environment resulting in increased patient safety and developing skills at a competent and confident level. |
Sim is a vital part of learning restorative dentistry. Sim contributes to patient safety. Dental education will need to replace patient care with more sim. Dental education using the apprenticeship model in most countries. There is an urgent need to understand the possibilities and limitations of sim |
| Walker 2015 |
2nd year dental students |
Understand whether cognitive task analysis can help dental educators systematically identify steps & critical incidents in performing a preclinical dental task. |
Pilot study |
Class II wax carving of 25. Video of learning the procedure and post-simulation interview. |
Understand the areas of the task that the students struggled with. Assess if there is any overlap of critical incidents between students and experienced clinicians. |
CTA is useful in systematically identifying cognitively challenging incidents in performing a Class II wax carving in a sim environment |
| Amer 2011 |
1st year dental students |
Compare performance on both written & practical skill evaluation of 1st year dental students receiving video instruction versus IDVG skill sets. |
RCT |
1st year dental students receiving conventional passive clinical video instruction versus interactive learning module teaching |
Compare the clinical knowledge and performance of 1st year dental students receiving 2 differing educational approaches. |
Results using an IDVG are as good as passive non-interactive teaching. Dental students prefer learning from IDVG as opposed to a lecture |
| Gottlieb 2011 |
Preclinical Faculty members |
Explore Faculty members’ perceptions & expectations of students’ abilities in preclinical operative dentistry with and without VR simulation training |
Survey |
Non-VRS simulation laboratory for 1st year dental students for continued instruction in operative preparations and restorations |
Preclinical Faculty members’ perception on non-VRS abilities at the end of the preclinical non-VRS course after having completed the preclinical VRS course. |
VRS trained students may have an advantage in the clinical setting compared to non-VRS trained students |
| Welk 2008 |
1st year dental students |
Discusses approaches used by University of Tennessee, College of Dentistry Health Science Center in using 40 DentSim units |
Evaluation data |
Maxillary and mandibular cavity preparations using DentSim and conventional simulation units |
Data collected for computer technology knowledge, experience, incidental learning rate and DentSim introduction. Evaluation of elective training time, wearing headphones, acquisition and transfer effect of cognitive / motor skills |
CAL and sim is a promising dental education method. Integrating 40 units is a challenge for Faculty and students. A step-by-step approach is required |
| Arigbede 2015 |
Final year dental students |
Determine dental operative clinical skills teaching & learning practices in Southern Nigeria dental schools’ clinical skills labs & identify challenges to effective learning experience in clinical skills labs |
Cross-sectional study |
Routine final year clinical skills simulation learning environment session |
Quantitative participant data for existing teaching and learning practices in dental skills laboratory and the transferability of skills to real clinical practice |
Teaching and learning conforms to standard practice. Inappropriate feedback. Video demonstration non-existent. Equipment breakdown. Clinical instructors require continuous training in biomedical education |
