Psychometric analysis of a measure of acceptance of new technologies (UTAUT), applied to the use of haptic virtual simulators in dental students.

BACKGROUND: The aims of this study are (a) to assess the psychometric quality of an instrument of acceptance of new technologies adapted from the UTAUT model, (b) to validate the UTAUT model as a valid measure to be applied in dental education, and (c) to determine which factors of the UTAUT model predict the behavioural intention of using a haptic virtual simulator (HVS). METHODS: A cross-sectional design study with a sample of 265 dentistry students was carried out. RESULTS: Using structural equation modelling, confirmatory factor analysis verified the adequacy of four-factor model, although the only factor that directly predicts behavioural intention is performance expectancy. Internal consistency coefficients of each factor ranged from 0.800 to 0.969. DISCUSSION: These findings, as well as the predictive power of performance expectancy on behaviour intention, are in line with previous evidence found in the literature. CONCLUSION: These findings suggest that the UTAUT scale has adequate reliability and construct factorial validity; therefore, UTAUT model could be a valuable approach to assess haptic virtual simulator acceptance in dental education.

Percepción de la utilidad de los simuladores virtuales hápticos en educación odontológica por estudiantes, profesionales y académicos: estudio descriptivo observacional / Usefulness perception of the haptic virtual simulators in dental education by students, practitioners and academics -a descriptive observational study

INTRODUCCIÓN: La educación en odontología, desde sus inicios, ha utilizado escenarios de simulación para desarrollar habilidades motoras en estudiantes. En estos días, simuladores virtuales hápticos 3D de alta fidelidad están siendo utilizados como una herramienta didáctica que permite al estudiante realizar actividades de la profesión en un entorno simulado, seguro y controlado. OBJETIVO: Determinar la percepción sobre la utilidad de los simuladores virtuales hápticos para la práctica en odontología, por estudiantes de odontología (cuarto, quinto y sexto año), profesionales y académicos. Sujetos y métodos. Estudio no experimental, observacional, descriptivo y cuantitativo, que incluyó a 127 participantes (estudiantes de odontología, odontólogos y académicos). Se realizó un ejercicio preclínico con forma de cruz durante 5-10 minutos y luego una cavidad de clase II Black en un simulador virtual háptico en 3D. Se elaboró un cuestionario de 12 preguntas sobre la utilidad del simulador dental y las respuestas se analizaron estadísticamente. RESULTADOS: Estudiantes de la universidad, odontólogos locales y dentistas/académicos valoraron positivamente su experiencia con los simuladores virtuales hápticos, su utilidad como herramienta de enseñanza en el desarrollo de habilidades manuales y el realismo de sensación y uso del simulador. CONCLUSIÓN: Los participantes, independientemente de su experiencia previa con un simulador virtual, videojuegos, edad, experiencia en 3D o sexo, consideraron positiva su percepción de la utilidad del simulador de realidad virtual háptica VirTeaS y en educación, con una mejor retroalimentación

INTRODUCTION: Education in dentistry has provided simulation scenarios for training students to develop motor skills since its beginning, now days, high-fi delity 3D haptic virtual simulators are being used as a didactic tool, allowing dentistry students to perform activities of the professional discipline, in a safe and controlled simulated environment. AIM:To determine the perception on the usefulness of haptic virtual simulators for training in Dentistry, by dental students (4th, 5th and 6th year), practitioners and academics. Subjects and methods. Non-experimental, descriptive, observational, quantitative study, that involved 127 participants (dental students, dental practitioners and academics), that practiced on a cross preclinical exercise for 5-10 minuts and performed a Black's class II cavity in a 3D haptic virtual simulator. A 12-question questionnaire was constructed regarding the usefulness of the dental simulator and the answers were statistically analyzed. RESULTS:University students, local dental practitioners and dentists/academics rated as positive their experience with the haptic virtual simulators and its usefulness as a teaching tool in manual skills development, and realism of sensation and use of the simulator. CONCLUSION: Participants regardless of their previous experience with a virtual simulator, video-gaming, age, 3D experience, or gender considered positivetheir perception of usefulness of the VirTeaSy haptic virtual reality simulator in dental education, with the possibility of better feedback

Learning style variation in Chilean dentistry students from the first to the fifth year / Variación en los estilos de aprendizaje en estudiantes de Odontología de primero a quinto año

Abstract Objective: The aim of this study was to identify the variation of learning styles in dental students from the first to the fifth year at the Universidad San Sebastián, Concepción campus (Chile). Method: A descriptive and transversal study was conducted where The Honey-Alonso learning style questionnaire was given to 535 students. The average scores observed in each course underwent regression curve type studies and the standard deviation of each average over the fitted regression curve was estimated with its corresponding confidence interval and determination coefficient. Results: The active, reflective and pragmatic style presented a fluctuating development as the academic years progressed; with the exception of the theoretical style, which demonstrated a steady increase. All learning style scores increased in the fifth year. Conclusion: Upon reaching the higher levels, there is a development of all learning styles, which means that students adapt to learning through different strategies and have the capacity to adapt to different situations, which facilitate learning. However, we suggest that dentistry, as a clinical career, should promote the active and reflective styles, because they would be the most beneficial in helping students to develop the skills required to successfully face clinical experiences in their practice period, or within the clinical workforce.

Resumen Objetivo: El objetivo de este trabajo fue identificar la variación de los estilos de aprendizaje en estudiantes de primero a quinto año de la carrera de Odontología de la Universidad San Sebastián, sede Concepción (Chile). Método: Se realizó un estudio descriptivo, transversal en el que se aplicó a 535 estudiantes el cuestionario Honey-Alonso de estilos de aprendizaje. El promedio del puntaje de los estilos de aprendizaje observados en cada curso se sometió a estudios de tipos de curvas de regresión y se estimó, la desviación estándar de cada promedio respecto de la curva de regresión ajustada con su correspondiente intervalo de confianza y el coeficiente de determinación. Resultados: Se obtuvo que el estilo de aprendizaje activo, reflexivo y pragmático presentó un desarrollo fluctuante a medida que el año académico progresó, la excepción fue el estilo teórico que presentó un aumento constante. Todos los estilos de aprendizaje aumentaron en quinto año. Conclusión: Al llegar a los cursos superiores existe un desarrollo de todos los estilos de aprendizaje, lo que significa que son capaces de aprender a través de distintas estrategias y presentan una capacidad de adaptación a distintas situaciones lo que facilita su aprendizaje. Sin embargo al ser Odontología una Carrera Clínica se debe potenciar el estilo activo y reflexivo ya que éstos le permitirán desarrollar las competencias requeridas para enfrentar con éxito las experiencias clínicas que les correspondan en su período práctico o ya en su contexto laboral.

A longitudinal study on stress sources perceived by Chilean dental students / Estudio longitudinal de las fuentes de estrés percibidas por estudiantes de odontología chilenos

Abstract Introduction: Establishing the perception of academic stress by university students is highly relevant to obtain valuable feedback on the efficiency and acceptability of educational methods. Objective: To evaluate the differences in stress factors perceived by first-year dental students during the first and second semesters according to gender. Materials and methods: Exploratory, non-experimental, longitudinal descriptive study. The Spanish version of the Dental Environment Stressors (DES) questionnaire was applied, adapted and validated for the dental students of the San Sebastián University (Concepción, Chile) in May and October 2016. The sample consisted of 83 first-year students evaluated. A general comparison of the variables under study (stress and its dimensions) was made for both periods, considering genders and using the Student's t-test. Fisher's F test was used after estimating whether or not there was equality of variances between the groups. Results: The second measurement revealed that the "clinical training" dimension in women was the only component that showed significant differences with values above the mean. Conclusion: The perception of stress was estimated for all items of the DES questionnaire, obtaining a higher score in the "clinical training" dimension in women.

Resumen Introducción. La percepción de los estudiantes universitarios sobre el estrés académico es fundamental, ya que proporciona información valiosa sobre la eficiencia y aceptabilidad de los métodos educativos. Objetivo. Evaluar las diferencias en los factores de estrés percibidos por los estudiantes de primer año de odontología durante el primer y segundo semestre según género. Materiales y métodos. Estudio descriptivo exploratorio, longitudinal y no experimental. En mayo y octubre de 2016 se aplicó la versión en español del Dental Environment Stressors (DES), adaptado y validado para estudiantes de odontología en la Universidad San Sebastián (Concepción, Chile). La muestra consistió en 83 estudiantes de primer año. La comparación de las variables en estudio (estrés y sus dimensiones) entre los dos períodos comparados, en general y considerando los géneros, se realizaron mediante la prueba t-Student, previa estimación de existencia o no de igualdad de varianzas entre los grupos mediante la prueba F de Fisher. Resultados. En la segunda medición, la dimensión "Formación clínica" en mujeres fue el único componente que mostró diferencias significativas con valores superiores de la media. Conclusión. Existe una percepción de estrés para todos los ítems del cuestionario DES; las mujeres tuvieron una mayor puntuación en la dimensión "Formación clínica".

Perception of Environment Stressors in Chilean Dentistry Students

Objective: To evaluate the stress factors perceived by dentistry students at the beginning of the academic year, according to academic year and gender. Material and Methods: Descriptive, exploratory, non-experimental, cross-sectional study. The DES30-Sp survey was applied, at the beginning of the first semester 2016 to a sample of 495 dentistry students from first to 5th year of Universidad San Sebastián, Concepción. The Statistical tests used were the Kolmogorov-Smirnov (K-S) and Levene homoscedasticity studies. The internal reliability of the data was estimated using the Cronbach's alpha and the intraclass correlation coefficient. Mean, standard deviation and standard error were estimated. Comparisons between courses and gender were made using the General Multivariate ANOVA (Model III) using the tracers Pillai, Lambda de Wilks and Trace de Hotelling. The level of significance was α≤0.05 and ß≥0.80. Results: It is observed that all three estimators were highly significant (p = 0.0005) for the Course and Gender factor. Stress increased steadily as the courses progressed with little inflection in all components of stress and in general stress. Women appeared with a higher perception than men in all components. Conclusion: There is a generalized stress in all the courses and it increases in the superior ones. The perception of the factors of stress varies according to the course and is greater in women.