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Improving dental student confidence through the use of simulated patient cases.

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Bibliographic Details
Title: Improving dental student confidence through the use of simulated patient cases.
Authors: Marsden, Jonathan E.1 (AUTHOR) jem88@liverpool.ac.uk, Deboo, Stephen P.1 (AUTHOR), Cripps, Matt1 (AUTHOR), Longridge, Nicholas N.1 (AUTHOR), Aspden, Michael1 (AUTHOR), Fox, Kathryn1 (AUTHOR)
Source: European Journal of Dental Education. Feb2025, Vol. 29 Issue 1, p104-115. 12p.
Subject Terms: *Dental students, *Confidence, *Learning, Cronbach's alpha, Rank correlation (Statistics), Simulated patients
Abstract: Introduction: This study investigates whether student confidence could be improved through the use of simulated patient case‐based scenarios. Materials and Methods: Students in their 4th and 5th year of undergraduate study completed an online e‐portfolio workbook consisting of activities related to five simulated patient cases. Following completion of the relevant learning activities within the e‐portfolio, students then viewed a tutor case presentation video and attended simulated clinic sessions to complete corresponding exercises involving 3D‐printed teeth related to the case. Subsequently, students undertook online self‐reflection and goal‐setting activities to aid their development. An anonymous questionnaire was distributed to all participants to gain insight into the themes of student confidence and learning support. The Cronbach's Alpha coefficient was calculated for both sections of the student questionnaire. The values for "student confidence" and "learning support" were α = 0.91 and α = 0.87, respectively. Results: There was a total of 89 valid student responses to the questionnaire (65%). A Spearman's correlation of rs = 0.50 (p <.001) suggests a tentative causative correlation between the learning support offered through the simulated patient cases and student confidence. There was a positive directional relationship between engagement with the learning support of the simulated patient cases and student confidence scores. Conclusion: Student confidence increased following the completion of simulated patient cases and students found the learning support offered beneficial to their development. This learning intervention has the potential to improve student self‐efficacy, develop contextual competency and facilitate reflective practice. Simulated patient cases may be a useful precursor or adjunct to traditional patient clinics. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Introduction: This study investigates whether student confidence could be improved through the use of simulated patient case‐based scenarios. Materials and Methods: Students in their 4th and 5th year of undergraduate study completed an online e‐portfolio workbook consisting of activities related to five simulated patient cases. Following completion of the relevant learning activities within the e‐portfolio, students then viewed a tutor case presentation video and attended simulated clinic sessions to complete corresponding exercises involving 3D‐printed teeth related to the case. Subsequently, students undertook online self‐reflection and goal‐setting activities to aid their development. An anonymous questionnaire was distributed to all participants to gain insight into the themes of student confidence and learning support. The Cronbach's Alpha coefficient was calculated for both sections of the student questionnaire. The values for "student confidence" and "learning support" were α = 0.91 and α = 0.87, respectively. Results: There was a total of 89 valid student responses to the questionnaire (65%). A Spearman's correlation of rs = 0.50 (p <.001) suggests a tentative causative correlation between the learning support offered through the simulated patient cases and student confidence. There was a positive directional relationship between engagement with the learning support of the simulated patient cases and student confidence scores. Conclusion: Student confidence increased following the completion of simulated patient cases and students found the learning support offered beneficial to their development. This learning intervention has the potential to improve student self‐efficacy, develop contextual competency and facilitate reflective practice. Simulated patient cases may be a useful precursor or adjunct to traditional patient clinics. [ABSTRACT FROM AUTHOR]
ISSN:13965883
DOI:10.1111/eje.12867