Perception of the value of simulation models by dental anesthesia teachers and implementation of simulation models for teaching

Background

A dental anesthesia simulation model (DASM) is a tool for the teaching and learning of local dental anesthesia techniques. We investigated how dental anesthesia teachers (DATs) perceive the value of those tools.

Objective

The objective of this study was to investigate the following: the characteristics of the dental anesthesia curriculum used by DATs in Mexico; the DATs’ opinion of ethical issues in the teaching of local dental anesthesia; the DATs’ perception of the value of using a DASM to teach local dental anesthesia; and the characteristics of the implementation of a DASM by DATs.

Methods

Dental anesthesia teachers in Mexico answered an online questionnaire with 34 items. The questionnaire had five sections that explored the objective of the study. The results were analyzed with a chi‐square test (p < 0.05) or with the Tau‐c test (p < 0.05).

Results

One hundred twenty dental anesthesia teachers participated in the study.

A total of 37.5% perceived a very high value of using a DASM to teach local dental anesthesia. No significant statistical differences were found when the level of perception was analyzed using the variable of whether the participants used a simulation model for teaching. Half of the participants had access to a simulation model, but only 29.2% used a simulation model for teaching. Most of the participants did not know how to use a DASM for teaching.

Conclusion

Dental anesthesia teachers had a positive perception of simulation models. However, they did not use them, nor were they prepared to use them.