Zúñiga-Mogollones M, Ferri-Sánchez G, Oviedo-Sarmiento C, Baltera-Zuloaga C

Language: Spanish
References: 13
Page: 31-36
PDF size: 174.26 Kb.

ABSTRACT

Clinical courses in Dentistry present the highest failure rate of the career, having an impact on the graduation rates and student retention. Students suffer high levels of stress, depression and anxiety when confronted for the first time with real patients, without having had a prior relational training. The standardized, high-fidelity didactic patient strategy was inserted for the first time in the curriculum to strengthen the competencies necessary for the treatment of patients with painful pulpoperiapical pathologies, working on the three fundamental aspects that define a competence. This intervention was aimed at 120 third-year students of the Semiology course of the preclinical cycle. The work fulfilled the following stages: the briefing, the scenario, the debriefing and the evaluation of the perception of the scenario by the student and the direct observation of the performance by the expert teacher. The survey made to the students after the experience reported a high valuation in the aspect like the development of communication skills (98%) and preparation for performance with real patients (95%), while the teacher observation pattern showed positive results as the adequate diagnostic capacity (90%), systematization of the information of the clinical record (70%) and a low performance in empathy with the patient (40%).

REFERENCES

1. Jaramillo G, Caro H, Parra ZA, Bedoya JP, Pabón EA, Mejía MC. Dispositivos desencadenantes de estrés y ansiedad en estudiantes de Odontología de la Universidad de Antioquia. Revista Facultad de Odontología Universidad de Antioquia. 2009; 20: 49-57.

2. Armijo S, Jabes N, Larsen F. Evaluación del impacto de una ayudantía de Simulación Clínica en el logro de competencias clínicas intermedias en estudiantes de tercer año de medicina. Revista de Educación en Ciencias de la Salud, 2014; 10.

3. Okuda Y, Bryson EO, DeMaria S Jr, Jacobson L, Quinones J, Shen B et al. The utility of simulation in medical education: what is the evidence? Mt Sinai J Med. 2009; 76: 330-343.

4. Ortega AI, Casanova II, Pertuz RA, Cárdenas EM. Tendencias tecnológicas: simulación en la formación odontológica. Rev Ciencia Odont. 2010; 7: 116-128.

5. Johnson GM, Halket CA, Ferguson GP, Perry J. Using standardized patients to teach complete denture procedures in second year of dental school. J Dent Educ. 2017; 81: 340-346.

6. McKenzie CT, Tilashalski KR, Peterson DT, White ML. Effectiveness of standardized patient simulations in teaching clinical communication skills to dental students. J Dental Educ. 2017; 81: 1179-1186.

7. Wagner J, Arteaga S, D’Ambrosio, J, Hodge CE, Ioannidou E, Pfeiffer CA et al. A patient-instructor program to promote dental students’ communication skills with diverse patients. J Dent Educ. 2007; 71: 1554-1560.

8. Obadan EM, Ramoni RB, Kalenderian E. Lessons learned from dental patient safety case reports. J Am Dent Assoc. 2015; 146: 318-326.

9. March AF. La evaluación orientada al aprendizaje en un modelo de formación por competencias en la educación universitaria. REDU: Revista de Docencia Universitaria. 2010; 8: 11-34.

10. Amaya AA. Simulación clínica: aproximación pedagógica de la simulación clínica. Universitas Médica, 2010; 51: 204-211.

11. Perry S, Bridges SM, Burrow MF. A review of the use of simulation in dental education. Simul Healthc. 2015; 10: 31-37.

12. Logan HL, Muller PJ, Edwards Y. Using standardized patients to assess presentation of a dental treatment plan. J Dental Educ. 1999; 63: 729-737.

13. Castillo-Arcos LC, Maas-Góngora L. Percepción de satisfacción de los estudiantes de Enfermería en el uso de la simulación clínica. Ra Ximhai. 2017; 13: 63-76.