Comparison of the Effectiveness of Theoretical Learning and Dental Anesthesia Simulator in Dental Education

Year 2025, Volume: 52 Issue: 3, 140 - 147

Sinan Yasin Ertem , Neşet Akay

https://doi.org/10.52037/eads.2025.0021

Abstract

Background: In dental education, various educational stages exist to enhance professional practice competency in oral surgery through theoretical and clinical application methods.
Aim: This study aims to compare the effectiveness of theoretical and hands-on teaching methods in preclinical settings, specifically evaluating the impact of video conference training versus dental simulator-based training on practical skills during the preclinical phase, as well as assessing the effects of theoretical education versus practical application on learning outcomes.
Materials and Methods: This study is a prospective, randomized investigation comparing the contributions of video conference training and Nissin dental simulator communication-based training methodologies to the practical training competence of dental students at two different institutions. After a 45-minute theoretical anatomy and anesthesia lecture, a multiple-choice examination was administered to third-year preclinical dental students at each institution. Students who scored 70 or above were included in the study. Participants were then randomly divided into two groups based on the learning style to be applied (video conference training and Nissin dental simulator communication-based training). Each student was asked to respond to a questionnaire consisting of ten questions assessing changes in their learning capacities before and after the training. The responses were subsequently compared within and between the two different learning styles.
Results: No statistically significant increase in knowledge levels was observed among students utilizing the video conference learning method at either institution. Conversely, students engaged in Nissin dental simulator communication-based teaching methods demonstrated a statistically significant increase in knowledge levels, both compared to their prior performance and to those receiving video conference training. While no differences were observed between the learning styles within either institution, students at Bolu Abant Izzet Baysal University exhibited a greater increase in knowledge levels compared to those at Yildirim Beyazit University receiving video conference training.
Conclusions: Direct pre-procedural Nissin dental simulation training proved to be more effective than video conference training in enhancing students' understanding of dental anesthesia and regional anatomy, as well as in improving their practical skills. The increase in clinical simulator applications prior to patient care during circumstances such as insufficient patient availability, personnel limitations, or pandemic-related restrictions can facilitate the acquisition of essential knowledge and skills, thereby enhancing the experience of future practitioners.

Keywords

Dental anesthesia , Learning , Theoretical

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