Are Simulated Patients as Impactful as Real Ones? Insights from Dental Students
In recent years, we’ve witnessed a remarkable transformation in the dental field, especially within our faculty, mirroring a trend seen across many European nations. Currently, our demographic landscape reveals that a striking 65% of our dental student cohort comprises women. This impressive figure remains consistent, even among those who actively engage during mandatory hospital clerkships, where participation is a breeze—students simply take a few moments to fill out a questionnaire. On the flip side, when it comes to simulation sessions, the stakes are higher; students must commit to a scheduled time, making participation completely voluntary. It’s no surprise that female students opted in more frequently than their male counterparts, echoing findings from a national student life observatory in France that highlighted women’s penchant for engaging in optional educational activities.
Women tend to be master planners of their learning journeys, skillfully navigating guidance from their instructors. This proactive approach may shed light on why they enthusiastically participated in simulations reminiscent of their academic training. Clearly, we see a notable recruitment bias favoring the simulation aspect of our study, showcasing the distinct engagement of our female students.
All participants in the simulation had previously completed a pediatric dentistry clerkship, contributing their insights through questionnaires. However, a few students only engaged by answering questions during their clinical training. It’s essential to note that every participant comes from the same academic background, sharing similar experiences in clinical rotations and theoretical coursework.
Positive emotions—like the joy of mastering a task—can significantly amplify interest and motivation. But let’s get real: not every task brings joy. In fact, negative emotions, such as stress, can spark deeper engagement in learning. Take, for instance, a scenario that dental students dread: a 1-year-old child arrives at the pediatric ward after a fall, with a primary tooth in dire need of extraction. The stress of this situation is palpable, as students grapple with the tears and anxiety of such a young patient. Yet, this very fear can transform into extrinsic motivation, as students grow determined to navigate challenging situations confidently when they arise in their future practices.
Emotions play a significant role in a student’s perseverance and learning journey. The interplay between emotions and cognition is rooted in social learning theories. Each student’s emotional landscape is unique, influenced by their personality traits. During simulations, the interaction with mannequins is adjusted based on the learner’s engagement, making no two sessions identical. To further enhance realism, our study involved an actor portraying a parent, allowing students to interact in a way that mimics real-life scenarios with actual patients.
Throughout their training, dental students will inevitably encounter a variety of challenging patients—those who are anxious, critical, or even uncooperative. How each student navigates these encounters is deeply tied to their self-efficacy; greater self-efficacy translates to improved performance. Our goal? To bolster both self-efficacy and self-confidence by immersing students in simulated scenarios before they step into real-world clinical settings.
But here’s the catch: realism is crucial in simulations. Pediatric simulations face unique challenges, particularly when it comes to representing young patients. While our study acknowledged the limitations of using mannequins, we discovered that emotional responses during simulation closely mirrored those experienced in actual clinical settings. Utilizing standardized patients can significantly enhance training, proving to be beneficial in pediatric scenarios.
Yet, the specialty of pediatric dentistry is often underestimated by students, despite its complexities. Training initiatives must prioritize building students’ self-confidence, especially in emotionally charged environments. Previous research has shown that postgraduate students in pediatric dentistry exhibit high levels of emotional intelligence (EI)—a trait that transcends gender. Emotional intelligence, defined as the ability to recognize and manage one’s own emotions and those of others, is a potent tool for enhancing learning outcomes.
In pediatric dentistry, the perceptions of young patients about their dentists are crucial; these perceptions influence their cooperation, motivation for oral hygiene, and overall anxiety levels. Empathy has been linked to reduced dental fear and improved treatment outcomes. Additionally, emotional intelligence has been associated with better clinical decision-making—highlighting how emotions can significantly impact patient management.
So, do those engaged in simulations experience stronger emotional reactions compared to mere observers? Research indicates a disparity, yet it doesn’t necessarily affect learning outcomes. Social-cognitive theories suggest that observational learning plays a vital role, allowing students to glean insights from each other’s experiences during debriefing sessions. By sharing their feelings and reflections, students can identify effective practices and foster a collaborative learning environment.
