title: Positive influence of a dental anaesthesia simulation model on the perception of learning by Mexican dental students.
abstract: BACKGROUND
  This study evaluated the influence of three-repetition training with a dental anaesthesia simulation model (DASM) on the perception of learning by dental students.
  
  
  METHODS
  Dental students who had never used a dental anaesthesia technique were randomly divided into two groups that were taught the anterior superior alveolar nerve infiltrative anaesthesia technique. Group 1 (G1; N = 10) followed a three-stage learning method: (i) theoretical lecture, (ii) clinical demonstration and (iii) DASM training, including three repetitions of the anaesthesia technique. Group 2 (G2; N = 10) followed only the 1st and 2nd stages. The students in both groups then performed the anaesthesia technique. The perception of the students was evaluated by four learning concepts. Each was evaluated with a 5-point Likert scale questionnaire. The average score of each item of the questionnaire for G1 was compared with that of G2. Statistically significant differences were identified with the Mann-Whitney test. The average working time of each group was timed and compared by Student's t-test to identify possible statistically significant differences.
  
  
  RESULTS
  Students in G1 showed higher average scores of perception in controlling the handling of the dental syringe and confidence in performing the injection (P < 0.05) and showed an average working time shorter than that of the students in G2 (P < 0.05).
  
  
  CONCLUSIONS
  The DASM positively influenced the perception learning of the dental students; it increased their confidence and syringe handling ability, as well as skills to perform the injection of anaesthesia more quickly.
authors.affiliation: Faculty of Dentistry Río Blanco Región Córdoba-Orizaba, Universidad Veracruzana, Prolongación Abasolo Sur SN, Tenango de Río Blanco, Río Blanco, Veracruz, Mexico.
authors.forename: C
authors.initials: C
authors.lastname: López-Cabrera
authors.affiliation: Faculty of Dentistry Río Blanco Región Córdoba-Orizaba, Universidad Veracruzana, Prolongación Abasolo Sur SN, Tenango de Río Blanco, Río Blanco, Veracruz, Mexico.
authors.forename: E J
authors.initials: EJ
authors.lastname: Hernández-Rivas
authors.affiliation: College of Dental Medicine, University of New England, Portland, ME, USA.
authors.forename: T
authors.initials: T
authors.lastname: Komabayashi
authors.affiliation: Faculty of Dentistry Río Blanco Región Córdoba-Orizaba, Universidad Veracruzana, Prolongación Abasolo Sur SN, Tenango de Río Blanco, Río Blanco, Veracruz, Mexico.
authors.forename: E L
authors.initials: EL
authors.lastname: Galindo-Reyes
authors.affiliation: MORE Center of Organizational and Personal Development, San José del Cabo, Baja California, México.
authors.forename: D
authors.initials: D
authors.lastname: Tallabs-López
authors.affiliation: Faculty of Dentistry Río Blanco Región Córdoba-Orizaba, Universidad Veracruzana, Prolongación Abasolo Sur SN, Tenango de Río Blanco, Río Blanco, Veracruz, Mexico.
authors.forename: B I
authors.initials: BI
authors.lastname: Cerda-Cristerna
mesh_terms: D000766:Anesthesia, Dental; D001290:Attitude; D004497:Education, Dental / Q000379:methods*; D006801:Humans; D008800:Mexico; D017145:Models, Educational; D011897:Random Allocation; D057566:Self Report; D000066908:Simulation Training; D013335:Students, Dental / Q000523:psychology*
keywords: dental anaesthesia; dental education; phantom head; simulation; training model