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Simulation design and students’ satisfaction with home‐based simulation learning in oral health therapy

Tan, Sharon Hui Xuan ; Ansari, Anshad ; Ali, Noohu Mohamed Irfan ; Yap, Adrian Ujin

Journal of dental education, 2021-06, Vol.85 (6), p.847-855 [Periódico revisado por pares]

United States

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  • Título:
    Simulation design and students’ satisfaction with home‐based simulation learning in oral health therapy
  • Autor: Tan, Sharon Hui Xuan ; Ansari, Anshad ; Ali, Noohu Mohamed Irfan ; Yap, Adrian Ujin
  • Assuntos: dental hygiene (education) ; Dentistry ; educational methodology (education) ; flipped classroom (technology) ; home‐based simulation learning ; patient simulation (patient affairs) ; preclinical skills/topics ; teaching methods (teaching)
  • É parte de: Journal of dental education, 2021-06, Vol.85 (6), p.847-855
  • Notas: ObjectType-Article-1
    SourceType-Scholarly Journals-1
    ObjectType-Feature-2
    content type line 23
  • Descrição: Objectives The COVID‐19 pandemic presents a challenging situation for dental education, with school closures worldwide. While practical sessions are important for the acquisition of clinical skills, few studies have examined the role of home‐based simulation learning (HBSL). This study aims to identify key aspects of simulation design and factors associated with students’ satisfaction with HBSL. Methods During a “circuit‐breaker” period in Singapore, the Nanyang Polytechnic School of Health & Social Sciences (Oral Health Therapy) distributed portable manikins and instruments to students and staff for use at home. Synchronous teaching sessions with real‐time feedback were carried out over the Zoom teleconferencing platform. A cross‐sectional survey of students was conducted after 3 weeks of the HBSL program. Multiple linear regression analyses were carried out to assess the association between satisfaction with domains of simulation design and overall satisfaction with HBSL. Results The top three factors of importance to students in HBSL were feedback and guided reflection, support, and objectives and information. Final‐year students expressed higher levels of overall satisfaction and self‐confidence following HBSL than first‐year students. Satisfaction with the objectives (β = 0.42, 95% CI 0.26–0.57), support (β = 0.27, 95% CI 0.11–0.42), and problem‐solving (β = 0.28, 95% CI 0.10–0.46) domains in the Simulation Design Scale were positively associated with overall student satisfaction and self‐confidence in learning. Conclusion The findings can aid educators in the design of future HBSL programs, with a focus on areas of simulation design that are of importance to students.
  • Editor: United States
  • Idioma: Inglês
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  • Realização: ABCD-USP USP   Logos de Redes Sociais: Freepik

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