Positive Influence Of A Dental Anaesthesia Simulation Model On The Perception Of Learning By Mexican Dental Students

Introduction: This study evaluated the influence of 3-repetition training with a dental anesthesia simulation model (DASM) on the perception of learning by dental students. Materials and methods: Dental students who had never used a dental anesthesia technique were randomly divided into 2 groups that were taught the anterior superior alveolar nerve infiltrative anesthesia technique. Group 1 (G1, N=10) followed a 3-stage learning method: 1st) theoretical lecture, 2nd) clinical demonstration, and 3rd) DASM training, including 3 repetitions of the anesthesia technique. Group 2 (G2, N=10) followed only the 1st and 2nd stages. The students in both groups then performed the anesthesia technique. The perception of the students was evaluated by 4 learning concepts. Each was evaluated with a 5-point Likert Scale questionnaire. The average score of each item of the questionnaire for G1 was compared with that of G2. Statistically significant differences were identified with the Mann-Whitney test. The average working time of each group was timed and compared by Student’s t-test to identify possible statistically significant differences. Results: Students in G1 showed higher average scores of perception in controlling the handling of the dental syringe and confidence in performing the injection (p\u3c0.05), and showed an average working time shorter than that of the students in G2 (p\u3c0.05). Conclusion: The DASM positively influenced the perception learning of the dental students; it increased their confidence and syringe handling ability, as well as skills to perform the injection of anesthesia more quickly