Simulation-Based Medical Emergencies Education for Dental Students: A Three-Year Evaluation

Kyriaki Marti; Gurjit Sandhu; Lior Aljadeff; Rachel Greene; Amy B Lesch; John M Le; Harold M Pinsky; Deborah M Rooney

doi:10.21815/JDE.019.084

Simulation-Based Medical Emergencies Education for Dental Students: A Three-Year Evaluation

J Dent Educ. 2019 Aug;83(8):973-980. doi: 10.21815/JDE.019.084. Epub 2019 Apr 8.

Authors

Kyriaki Marti¹, Gurjit Sandhu², Lior Aljadeff², Rachel Greene², Amy B Lesch², John M Le², Harold M Pinsky², Deborah M Rooney²

Affiliations

¹ Kyriaki Marti, DMD, MD, MHPE, PhD, CHSE, FEBOMFS, is Clinical Assistant Professor, Department of Oral and Maxillofacial Surgery, Department of Periodontics and Oral Medicine, and Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry; Gurjit Sandhu, PhD, is Assistant Professor, Department of Surgery and Department of Learning Health Sciences, University of Michigan Medical School; Lior Aljadeff, DDS, MD, is Oral and Maxillofacial Surgery Resident, Division of Oral and Maxillofacial Surgery, University of Texas Southwestern Medical Center/Parkland Memorial Hospital; Rachel Greene, DDS, is Clinical Instructor, Department of Restorative Dentistry, University of Washington School of Dentistry; Amy B. Lesch, DDS, is Resident, Pediatric Dentistry and Dental Public Health Residency Program, Department of Pediatric Dentistry, University of Iowa College of Dentistry & Dental Clinics; John M. Le, DDS, is Oral and Maxillofacial Surgery Resident, University of Alabama at Birmingham; Harold M. Pinsky, DDS, is Adjunct Clinical Lecturer, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; and Deborah M. Rooney, PhD, is Assistant Professor, Department of Learning Health Sciences, University of Michigan Medical School. kyriaki@med.umich.edu.
² Kyriaki Marti, DMD, MD, MHPE, PhD, CHSE, FEBOMFS, is Clinical Assistant Professor, Department of Oral and Maxillofacial Surgery, Department of Periodontics and Oral Medicine, and Department of Cariology, Restorative Sciences, and Endodontics, University of Michigan School of Dentistry; Gurjit Sandhu, PhD, is Assistant Professor, Department of Surgery and Department of Learning Health Sciences, University of Michigan Medical School; Lior Aljadeff, DDS, MD, is Oral and Maxillofacial Surgery Resident, Division of Oral and Maxillofacial Surgery, University of Texas Southwestern Medical Center/Parkland Memorial Hospital; Rachel Greene, DDS, is Clinical Instructor, Department of Restorative Dentistry, University of Washington School of Dentistry; Amy B. Lesch, DDS, is Resident, Pediatric Dentistry and Dental Public Health Residency Program, Department of Pediatric Dentistry, University of Iowa College of Dentistry & Dental Clinics; John M. Le, DDS, is Oral and Maxillofacial Surgery Resident, University of Alabama at Birmingham; Harold M. Pinsky, DDS, is Adjunct Clinical Lecturer, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; and Deborah M. Rooney, PhD, is Assistant Professor, Department of Learning Health Sciences, University of Michigan Medical School.

PMID: 30962311
DOI: 10.21815/JDE.019.084

Abstract

This aim of this study was to develop and evaluate a simulation program for dental students to supplement a lecture-based medical emergencies course. Students' self-reported knowledge, experience, confidence, and ability regarding medical emergencies were assessed as program outcomes. For three years (in 2014, 2015, and 2016), all second-year students (N=333) at one U.S. dental school were randomly assigned to groups of 15 and participated in 15 simulated clinical scenarios. All students completed a 21-item pre-post survey and rated their knowledge, experience, and confidence using simulated emergencies. Following the intervention, students' ability to complete critical actions was also peer-assessed using a ten-item checklist. Four open-ended questions were included on the post-intervention survey for acquisition of additional data. For all years, students' self-reported measurements significantly improved with high practical impact (p≤0.001, g=|0.62, 3.93|), with the exception of calling 911 (knowledge). Peer-rated performance indicated the students were deficient (<75% success) in the following: inhaler use, dose of local anesthetic, dose of epinephrine, and EpiPen use. Content analysis of students' comments pointed to areas that need improvement but found high satisfaction with the program. These findings indicate that this program improved students' knowledge, experience, and confidence using simulated medical emergencies.

Keywords: dental education; interdisciplinary education; medical emergencies; role-playing; simulation.

MeSH terms

Clinical Competence
Education, Dental / methods*
Education, Medical*
Educational Measurement*
Emergencies*
Emergency Treatment
Humans
Peer Group
Personal Satisfaction
Self Report
Students, Dental / psychology*
Surveys and Questionnaires
United States