Comparing two whole task patient simulations for two different dental education topics |
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| Institution: | 1. Project Director, Research and Outcomes Assessment, Teaching & Learning with Technology, NYU IT, 10 Astor Place, 4th Floor, New York, NY, 10012, USA;2. Clinical Assistant Professor of Oral and Maxillofacial Surgery, NYU College of Dentistry, 345 E 24th Street, New York, NY, 10010, USA;3. Paulette Goddard Chair in Digital Media and Learning Science, Professor at New York University, Founding Director of the CREATE Consortium for Research and Evaluation of Advanced Technology in Education and co-director of the Games for Learning Institute, 194 Mercer Street, 8th Floor, New York, NY, 10012, USA;1. Universidad de Sevilla, Sevilla, Spain;2. University of East Anglia, Norwich, UK;1. Psychological Sciences Research Institute, Université catholique de Louvain, Belgium;2. Department of Online Learning and Instruction, Faculty of Educational Sciences, Open University, the Netherlands;3. Institute of Cognitive Science and Assessment (COSA), Department of Behavioural and Cognitive Sciences (DBCS), Faculty of Humanities, Education and Social Sciences (FHSE), University of Luxembourg, Luxembourg;1. Ruhr University Bochum, Germany;2. University of Osnabrück, Germany;3. University of Bielefeld, Germany;4. Institute for Educational Quality Improvement (IQB), Berlin, Germany;5. Center for International Student Assessment (ZIB), Germany;6. University of Duisburg-Essen, Germany |
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| Abstract: | We investigated the effect of two types of whole task patient simulations, role-play and web-based, on learning outcomes for two topics, local anesthesia and non-surgical extractions, in a foundational oral maxillofacial surgery course for second year pre-clinical dental students. Using a 2x2 factorial design, we asked which simulation model allows for deeper cognitive engagement that fosters higher learning outcomes for novices practicing complex skills as a professional, a collaborative role-play simulation (Role-Play Sim), or an individually-paced web-based simulation (Web Sim)? In two studies covering two different topics, we compared the effect of these simulations on 50-item multiple-choice knowledge tests. Participants were randomly assigned to one of four groups: No Sim, Web Sim, Role-Play Sim, or Both Sims. For study 1 covering local anesthesia, there was a statistically significant main effect for the Role-Play Sim, F (1, 105) = 103.804, p < 0.001, ηp2 = 0.497, but not for the Web Sim, F (1, 105) = 1.655, p = 0.201. Similarly, for study 2 covering extractions, there was a statistically significant main effect for the Role-Play Sim, F (1, 108) = 162.362, p < 0.001, ηp2 = 0.601, but not for the Web Sim, F (1, 108) = 0.072, p = 0.798. The interaction term was not statistically significant in either study. Results suggest that role-play simulations achieved a higher level of learning outcomes than the web-based patient simulation. |
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| Keywords: | Simulation Patient simulation Role-play Web based Local anesthesia Extractions |
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