Numerical Assessment Tool to Measure Realism in Clinical Simulation.

Realism is indispensable in clinical simulation learning, and the objective of this work is to present to the scientific community the methodology behind a novel numerical and digital tool to objectively measure realism in clinical simulation. Indicators measuring accuracy and naturality constitute ProRealSim v.1.0 (Universidad Europea, Madrid, Spain) which allows the assessing of attained realism for three dimensions: simulated participant, scenography, and simulator. Twelve experts in simulation-based learning (SBL) analyzed the conceptual relevance of 73 initial qualitative indicators that were then reduced to 53 final indicators after a screening study evaluating eight medical clinical simulation scenarios. Inter- and intra-observer concordance, correlation, and internal consistency were calculated, and an exploratory factorial analysis was conducted. Realism units were weighted based on variability and its mathematical contribution to global and dimensional realism. A statistical significance of p < 0.05 was applied and internal consistency was significant in all cases (raw_alpha ≥ 0.9698094). ProRealSim v.1.0 is integrated into a bilingual, free, and open access digital platform, and the intention is to foster a culture of interpretation of realism for its better study and didactic use.

The Objective Structured Clinical Examination (OSCE) in Periodontology with Simulated Patient: The Most Realistic Approach to Clinical Practice in Dentistry.

The objective structured clinical examination (OSCE) is becoming an increasingly established assessment test in dental schools. The use of simulated patients in the OSCE makes the stations more similar to clinical practice. Therefore, the student can show their technical and clinical knowledge, and certainly, their ability to manage the patient. These sorts of tests, in which simulated patients can be included, would be used before the student started clinical practice with patients and/or at the end of the degree. The objective of this work was to describe how the periodontology station was developed using a simulated patient for students of a fifth year dentistry degree taking an OSCE test. Furthermore, a questionnaire was created to learn the perception of the students about this station and its characteristics. The fifth year students at the European University of Madrid positively evaluated this station in their examination. In addition, it was recorded that they preferred a simulated patient in their tests, rather than stations with clinical cases, images, X-rays, and presentations. It is essential that once the OSCE has been completed, the student receives a feedback to learn where they have failed and, therefore, be able to improve any of the aspects evaluated in the station.

Train Strategies for Haptic and 3D Simulators to Improve the Learning Process in Dentistry Students.

Dental training faces the growing shortage of extracted teeth and the ethical precepts of Bionot learning on patients and reducing the environmental damage that preclinical trainings generate. Haptic and 3D simulators reproduce pathologies and provide a greater magnification of the processes, reducing water expenditure and pollution, but their curricular integration is complex. Two resources of complementary use (informative written manual and video tutorial) were designed to facilitate the theoretical and technical domain (know how the simulator works and make it work), as well as the advanced management of the simulator (operate the simulator autonomously, without setbacks). After 5 years of using these resources, an evaluative study was conducted with 175 students and 32 teachers. The aim was to assess the student's perception of knowledge/learning, its statistical relationship with the didactic resources used and compare these results with the teachers' perception of their students' knowledge/learning. Spearman's Rho coefficient and Kolmogorov-Smirnov test were performed. Both students and teachers considered that the technical domain (make the simulator work) was the domain that prevailed the most. There was a tendency for students not to value much the necessity of a specific preparation prior to using the simulator. This tendency resulted in a low level of study of both the written manual and the video tutorial. In conclusion, both students and teachers considered that the best strategy of knowledge/learning was the direct exchange with the simulator.

Conocimiento sobre consentimiento informado en Odontología. Una encuesta aplicada a los odontólogos de la Universidad Europea de Valencia / Knowledge about Informed Consent in Dentistry. A survey to dental practitioners of Universidad Europea de Valencia

Introducción: Conocer los aspectos fundamentales del consentimiento informado es imprescindible para una correcta práctica clínica odontológica. Objetivo: Valorar el conocimiento de los odontólogos sobre el Consentimiento Informado y relacionarlo con género, edad y especialidad del odontólogo. Analizar la relación entre apreciación sobre la formación ética del odontólogo y el manejo de situaciones éticas en la consulta con género, edad y especialidad del odontólogo. Material y método: se aplicó un cuestionario online a los odontólogos que prestan servicio en la Clínica odontológica de la Universidad Europea de Valencia. Resultados: se analizaron 62 cuestionarios. Se obtuvo una nota ponderada de 4,27 ± 0,55 en conocimiento objetivo. Conclusiones: los odontólogos suelen tener un nivel de conocimiento entre medio y bajo. No se ha encontrado ninguna diferencia estadísticamente significativa entre el nivel de conocimientos sobre consentimiento informado en Odontología y las variables edad, género y especialidad. La percepción que el odontólogo tiene sobre su formación ética no guarda ninguna diferencia estadísticamente significativa con edad, género y especialidad. El manejo de la situación clínica guarda una relación estadísticamente significativa con la especialidad de Ortodoncia con independencia de la edad y género del odontólogo. En relación a la segunda situación clínica no se ha encontrado ninguna diferencia estadísticamente significativa con respecto a edad, género y especialidad del odontólogo (AU)

Introduction: Knowing the fundamental aspects of informed consent is essential for a correct dental clinical practice. Objective: Assess the knowledge of the dentists on the Informed Consent and relate it to the gender, age and specialty of the dentist. Analyze the relationship between the appreciation about the ethic training of the dentist and the management of clinical ethical situations with gender, age and specialty of the dentist. Material and methods: An online survey about informed consent was sent to the dentists practising in the dental clinic of Universidad Europea of Valencia. Results: 62 questionnaires were analysed. A grade of 4.27 ± 0.55 was obtained in objective knowledge. Conclusions: Dentists usually have a medium to low level of knowledge. There was no statistically significant difference between the level of knowledge on informed consent in dentistry and the age, gender and specialty. There was no statistically significant difference between the dentist's perception of his ethical training and age, gender and specialty. A statistically significant difference was found between the management of the clinical situation and thee specialty of Orthodontics regardless of the age and gender of the dentist. Regarding the second clinical situation, no statistically significant difference was found regarding the age, gender and specialty of the dentist (AU)

Introducció: Conèixer els aspectes fonamentals del consentiment informat és imprescindible per a una correcta práctica clínica odontològica. Objectiu: Valorar el coneixement dels odontòlegs sobre el Consentiment Informat i relacionar-lo amb gènere, edat i especialitat de l'odontòleg. Analitzar la relació entre apreciació sobre la formació ètica de l'odontòleg i el maneig de situacions ètiques en la consulta amb gènere, edat i especialitat de l'odontòleg. Material i mètode: es va aplicar un qüestionari online als odontòlegs que presten servei en la Clínica odontològica de la Universitat Europea de València. Resultats: es van analitzar 62 qüestionaris. Es va obtenir una nota ponderada de 4,27 ± 0,55 en coneixement objectiu. Conclusions: Els odontòlegs solen tenir un nivell de coneixement entre mitjà i baix. No s'ha trobat cap diferència estadísticament significativa entre el nivell de coneixements sobre consentiment informat en Odontologia i les variables edat, gènere i especialitat. La percepció que l'odontòleg té sobre la seva formació ètica no guarda cap diferència estadísticament significativa amb edat, gènere i especialitat. El maneig de la situació clínica guarda una relació estadísticament significativa amb l'especialitat d'Ortodòncia amb independència de l'edat i gènere de l'odontòleg. En relació a la segona situació clínica no s'ha trobat cap diferència estadísticament significativa respecte a edat, gènere i especialitat de l'odontòleg (AU)