La simulación como puente: facilitadores y barreras en la transición preclínica a clínica en la educación odontológica. Una revisión sistemática
La transición de la formación preclínica a la clínica es un desafío para los estudiantes de odontología, a menudo marcada por la ansiedad y la falta de confianza en la aplicación de conocimientos teóricos y habilidades prácticas. No es completamente claro cómo la simulación ayuda a los estudiantes e...
- Autores:
- Tipo de recurso:
- Fecha de publicación:
- 2023
- Institución:
- Universidad del Rosario
- Repositorio:
- Repositorio EdocUR - U. Rosario
- Idioma:
- spa
- OAI Identifier:
- oai:repository.urosario.edu.co:10336/41951
- Acceso en línea:
- https://repository.urosario.edu.co/handle/10336/41951
- Palabra clave:
- Estudiantes de Odontología
Entrenamiento simulado
Prácticas clínicas
Proceso de aprendizaje
Dental Students
Simulated Training
Clinical Practices
Learning Process
- Rights
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
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La simulación como puente: facilitadores y barreras en la transición preclínica a clínica en la educación odontológica. Una revisión sistemática |
| dc.title.TranslatedTitle.none.fl_str_mv |
Simulation as a bridge: facilitators and barriers in the preclinical-to-clinical transition in dental education. A systematic review |
| title |
La simulación como puente: facilitadores y barreras en la transición preclínica a clínica en la educación odontológica. Una revisión sistemática |
| spellingShingle |
La simulación como puente: facilitadores y barreras en la transición preclínica a clínica en la educación odontológica. Una revisión sistemática Estudiantes de Odontología Entrenamiento simulado Prácticas clínicas Proceso de aprendizaje Dental Students Simulated Training Clinical Practices Learning Process |
| title_short |
La simulación como puente: facilitadores y barreras en la transición preclínica a clínica en la educación odontológica. Una revisión sistemática |
| title_full |
La simulación como puente: facilitadores y barreras en la transición preclínica a clínica en la educación odontológica. Una revisión sistemática |
| title_fullStr |
La simulación como puente: facilitadores y barreras en la transición preclínica a clínica en la educación odontológica. Una revisión sistemática |
| title_full_unstemmed |
La simulación como puente: facilitadores y barreras en la transición preclínica a clínica en la educación odontológica. Una revisión sistemática |
| title_sort |
La simulación como puente: facilitadores y barreras en la transición preclínica a clínica en la educación odontológica. Una revisión sistemática |
| dc.contributor.advisor.none.fl_str_mv |
Vergel Guerrero, John Alexander |
| dc.subject.none.fl_str_mv |
Estudiantes de Odontología Entrenamiento simulado Prácticas clínicas Proceso de aprendizaje |
| topic |
Estudiantes de Odontología Entrenamiento simulado Prácticas clínicas Proceso de aprendizaje Dental Students Simulated Training Clinical Practices Learning Process |
| dc.subject.keyword.none.fl_str_mv |
Dental Students Simulated Training Clinical Practices Learning Process |
| description |
La transición de la formación preclínica a la clínica es un desafío para los estudiantes de odontología, a menudo marcada por la ansiedad y la falta de confianza en la aplicación de conocimientos teóricos y habilidades prácticas. No es completamente claro cómo la simulación ayuda a los estudiantes en esta transición. Objetivo: Identificar barreras y facilitadores en el aprendizaje basado en simulación durante la transición de la educación preclínica a la práctica real en odontología. Métodos: Se realizó una revisión sistemática de la literatura utilizando bases de datos como PUBMED, LILACS, COCHRANE LIBRARY, REDALYC, SCIELO y BVS hasta julio de 2023, aplicando conectores booleanos. Se incluyeron estudios en estudiantes de odontología que participaron en simulaciones de distintas complejidades y realidad virtual, excluyendo opiniones de expertos, experimentos en animales, in vitro y estudios no asistenciales. La calidad y el riesgo de sesgo se evaluaron utilizando herramientas del Cochrane y el Joanna Briggs Institute. Resultados: De 6016 registros, se seleccionaron 38 artículos, abarcando 2943 estudiantes. Predominaron estudios de cohorte y ensayos clínicos aleatorizados, enfocándose en la eficacia de simulaciones de diferentes fidelidades. Los estudios de cohorte fueron metodológicamente sólidos, aunque con limitaciones en seguimiento y factores de confusión. Los ensayos clínicos mostraron variabilidad en el riesgo de sesgo. Se destacó el uso de simuladores para enseñar competencias esenciales, enfrentando barreras como limitaciones cognitivas y manuales de los estudiantes y restricciones técnicas. Como facilitadores, las simulaciones mejoraron la comprensión teórica, habilidades prácticas y la confianza. Conclusiones: El aprendizaje basado en simulación es esencial en la educación odontológica, ayudando en la transición a la práctica clínica a pesar de ciertas barreras. Su implementación adecuada y mejora continua podrían aumentar significativamente la preparación de los estudiantes para la práctica clínica. |
| publishDate |
2023 |
| dc.date.created.none.fl_str_mv |
2023-11-18 |
| dc.date.accessioned.none.fl_str_mv |
2024-01-11T14:11:46Z |
| dc.date.available.none.fl_str_mv |
2024-01-11T14:11:46Z |
| dc.type.none.fl_str_mv |
bachelorThesis |
| dc.type.coar.fl_str_mv |
http://purl.org/coar/resource_type/c_7a1f |
| dc.type.document.none.fl_str_mv |
Trabajo de grado |
| dc.type.spa.none.fl_str_mv |
Trabajo de grado |
| dc.identifier.uri.none.fl_str_mv |
https://repository.urosario.edu.co/handle/10336/41951 |
| url |
https://repository.urosario.edu.co/handle/10336/41951 |
| dc.language.iso.none.fl_str_mv |
spa |
| language |
spa |
| dc.rights.*.fl_str_mv |
Attribution-NonCommercial-ShareAlike 4.0 International |
| dc.rights.coar.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
| dc.rights.acceso.none.fl_str_mv |
Abierto (Texto Completo) |
| dc.rights.uri.*.fl_str_mv |
http://creativecommons.org/licenses/by-nc-sa/4.0/ |
| rights_invalid_str_mv |
Attribution-NonCommercial-ShareAlike 4.0 International Abierto (Texto Completo) http://creativecommons.org/licenses/by-nc-sa/4.0/ http://purl.org/coar/access_right/c_abf2 |
| dc.format.extent.none.fl_str_mv |
42 pp |
| dc.format.mimetype.none.fl_str_mv |
application/pdf |
| dc.publisher.none.fl_str_mv |
Universidad del Rosario Pontificia Universidad Javeriana. Facultad de Medicina |
| dc.publisher.department.none.fl_str_mv |
Escuela de Medicina y Ciencias de la Salud |
| dc.publisher.program.none.fl_str_mv |
Maestría en Educación para Profesionales de la Salud |
| publisher.none.fl_str_mv |
Universidad del Rosario Pontificia Universidad Javeriana. Facultad de Medicina |
| institution |
Universidad del Rosario |
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(2015). The efficacy of high-fidelity simulation on psychomotor clinical performance improvement of undergraduate nursing students. Computers, Informatics, Nursing: CIN, 33(2), 78-84. https://doi.org/10.1097/CIN.0000000000000136 Vincent, M., Joseph, D., Amory, C., Paoli, N., Ambrosini, P., Mortier, É., & Tran, N. (2020). Contribution of Haptic Simulation to Analogic Training Environment in Restorative Dentistry. Journal of Dental Education, 84(3), 367-376. https://doi.org/10.21815/JDE.019.187 Weiner, C. K., Skålén, M., Harju-Jeanty, D., Heymann, R., Rosén, A., Fors, U., & Lund, B. (2016). Implementation of a Web-Based Patient Simulation Program to Teach Dental Students in Oral Surgery. Journal of Dental Education, 80(2), 133-140. https://doi.org/10.1002/j.0022-0337.2016.80.2.tb06068.x Wenzel, A., Matzen, L. H., Spin-Neto, R., & Schropp, L. (2020). Effect of computer-assisted-learning and simulation clinics on dental students’ cognitive and performance skills: Panoramic image errors related to patient’s head position. Dentomaxillofacial Radiology, 49(7), 20200154. https://doi.org/10.1259/dmfr.20200154 Yoshida, S., Watanabe, A., Sugahara, K., Odaka, K., Katakura, A., & Takano, M. (2022). Osteotomy training for dental students using three‐dimensional simulation software and maxillofacial three‐dimensional‐printed models. Journal of Dental Education, 86(5), 526-534. https://doi.org/10.1002/jdd.12860 Zafar, S., Renner, M. P., & Zachar, J. J. (2020). Dental trauma simulation training using a novel 3D printed tooth model. Dental Traumatology, 36(6), 641-647. https://doi.org/10.1111/edt.12585 Zhan, Y., Wang, M., Cheng, X., Li, Y., Shi, X., & Liu, F. (2021). Evaluation of a dynamic navigation system for training students in dental implant placement. Journal of Dental Education, 85(2), 120-127. https://doi.org/10.1002/jdd.12399 |
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Vergel Guerrero, John Alexander13718244600Ramírez Forero, Diego AndrésMagíster en Educación para Profesionales de la SaludFull timea895d804-f049-476d-bf35-62a238cb3592-12024-01-11T14:11:46Z2024-01-11T14:11:46Z2023-11-18La transición de la formación preclínica a la clínica es un desafío para los estudiantes de odontología, a menudo marcada por la ansiedad y la falta de confianza en la aplicación de conocimientos teóricos y habilidades prácticas. No es completamente claro cómo la simulación ayuda a los estudiantes en esta transición. Objetivo: Identificar barreras y facilitadores en el aprendizaje basado en simulación durante la transición de la educación preclínica a la práctica real en odontología. Métodos: Se realizó una revisión sistemática de la literatura utilizando bases de datos como PUBMED, LILACS, COCHRANE LIBRARY, REDALYC, SCIELO y BVS hasta julio de 2023, aplicando conectores booleanos. Se incluyeron estudios en estudiantes de odontología que participaron en simulaciones de distintas complejidades y realidad virtual, excluyendo opiniones de expertos, experimentos en animales, in vitro y estudios no asistenciales. La calidad y el riesgo de sesgo se evaluaron utilizando herramientas del Cochrane y el Joanna Briggs Institute. Resultados: De 6016 registros, se seleccionaron 38 artículos, abarcando 2943 estudiantes. Predominaron estudios de cohorte y ensayos clínicos aleatorizados, enfocándose en la eficacia de simulaciones de diferentes fidelidades. Los estudios de cohorte fueron metodológicamente sólidos, aunque con limitaciones en seguimiento y factores de confusión. Los ensayos clínicos mostraron variabilidad en el riesgo de sesgo. Se destacó el uso de simuladores para enseñar competencias esenciales, enfrentando barreras como limitaciones cognitivas y manuales de los estudiantes y restricciones técnicas. Como facilitadores, las simulaciones mejoraron la comprensión teórica, habilidades prácticas y la confianza. Conclusiones: El aprendizaje basado en simulación es esencial en la educación odontológica, ayudando en la transición a la práctica clínica a pesar de ciertas barreras. Su implementación adecuada y mejora continua podrían aumentar significativamente la preparación de los estudiantes para la práctica clínica.The transition from preclinical to clinical training is a challenge for dental students, often marked by anxiety and a lack of confidence in applying theoretical knowledge and practical skills. It is not entirely clear how simulation aids students in this transition. Aim: To identify barriers and facilitators in simulation-based learning during the transition from preclinical education to real clinical practice in dentistry. Methods: A systematic literature review was conducted using databases such as PUBMED, LILACS, COCHRANE LIBRARY, REDALYC, SCIELO, and BVS until July 2023, applying Boolean connectors. Studies involving dental students who participated in simulations of various complexities and virtual reality were included, excluding expert opinions, animal experiments, in vitro studies, and non-clinical studies. Quality and risk of bias were assessed using tools from the Cochrane and Joanna Briggs Institute. Results: From 6016 records, 38 articles were selected, covering 2943 students. Cohort studies and randomized clinical trials predominated, focusing on the efficacy of simulations of different fidelities. Cohort studies were methodologically solid, though with limitations in follow-up and confounding factors. Clinical trials showed variability in bias risk. The use of simulators to teach essential competencies was highlighted, facing barriers such as cognitive and manual limitations of the students and technical restrictions. As facilitators, simulations improved theoretical understanding, practical skills, and confidence. Conclusions: Simulation-based learning is essential in dental education, aiding the transition to clinical practice despite certain barriers. Its proper implementation and continuous improvement could significantly enhance student preparation for clinical practice.42 ppapplication/pdfhttps://repository.urosario.edu.co/handle/10336/41951spaUniversidad del RosarioPontificia Universidad Javeriana. 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Impact of Two Distinct Dental Anesthesia Simulation Models on the Perception of Learning by Students. Odovtos - International Journal of Dental Sciences, 239-248. https://doi.org/10.15517/ijds.2019.38481Mitchell, A. M., Riccelli, A., Boucek, L., Puskar, K. R., Hagle, H., & Lindsay, D. (2018). Effect on Dental Hygiene Students of a Substance Use Simulation Conducted with Nursing Students. Journal of Dental Education, 82(5), 469-474. https://doi.org/10.21815/JDE.018.052Miyoshi, T., Hobo, K., Sunaga, M., & Kinoshita, A. (2017). Effects of an interactive simulation material for clinical dentistry on knowledge acquisition. Journal of Medical and Dental Sciences, 64(2-3), 35-42. https://doi.org/10.11480/jmds.640302Mori, B., Carnahan, H., & Herold, J. (2015). Use of Simulation Learning Experiences in Physical Therapy Entry-to-Practice Curricula: A Systematic Review. Physiotherapy Canada, 67(2), 194-202. https://doi.org/10.3138/ptc.2014-40ENaidu, R., Adams, J., Simeon, D., & Persad, S. 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Typodont versus live patient: Predicting dental students’ clinical performance. Journal of Dental Education, 76(4), 407-413.Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, n71. https://doi.org/10.1136/bmj.n71Pang, M., Zhao, X., Lu, D., Dong, Y., Jiang, L., Li, J., & Ji, P. (2022). Preliminary User Evaluation of a New Dental Technology Virtual Simulation System: Development and Validation Study. JMIR Serious Games, 10(3), e36079. https://doi.org/10.2196/36079Patel, S. A., Halpin, R. M., Keosayian, D. L., Streckfus, C. F., Barros, J. A., Franklin, D. R., Quock, R. L., Jeter, C. B., & Franklin, A. (2020). 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Journal of Dental Education, 74(4), 402-409. https://doi.org/10.1002/j.0022-0337.2010.74.4.tb04885.xVelayo, B., Stark, P., Eisen, S., & Kugel, G. (2014). Using dental students’ preclinical performance as an indicator of clinical success. Journal of Dental Education, 78(6). https://pubmed.ncbi.nlm.nih.gov/24882767/Vincent, M. A., Sheriff, S., & Mellott, S. (2015). The efficacy of high-fidelity simulation on psychomotor clinical performance improvement of undergraduate nursing students. Computers, Informatics, Nursing: CIN, 33(2), 78-84. https://doi.org/10.1097/CIN.0000000000000136Vincent, M., Joseph, D., Amory, C., Paoli, N., Ambrosini, P., Mortier, É., & Tran, N. (2020). Contribution of Haptic Simulation to Analogic Training Environment in Restorative Dentistry. Journal of Dental Education, 84(3), 367-376. https://doi.org/10.21815/JDE.019.187Weiner, C. K., Skålén, M., Harju-Jeanty, D., Heymann, R., Rosén, A., Fors, U., & Lund, B. (2016). Implementation of a Web-Based Patient Simulation Program to Teach Dental Students in Oral Surgery. Journal of Dental Education, 80(2), 133-140. https://doi.org/10.1002/j.0022-0337.2016.80.2.tb06068.xWenzel, A., Matzen, L. H., Spin-Neto, R., & Schropp, L. (2020). Effect of computer-assisted-learning and simulation clinics on dental students’ cognitive and performance skills: Panoramic image errors related to patient’s head position. Dentomaxillofacial Radiology, 49(7), 20200154. https://doi.org/10.1259/dmfr.20200154Yoshida, S., Watanabe, A., Sugahara, K., Odaka, K., Katakura, A., & Takano, M. (2022). Osteotomy training for dental students using three‐dimensional simulation software and maxillofacial three‐dimensional‐printed models. Journal of Dental Education, 86(5), 526-534. https://doi.org/10.1002/jdd.12860Zafar, S., Renner, M. P., & Zachar, J. J. (2020). Dental trauma simulation training using a novel 3D printed tooth model. Dental Traumatology, 36(6), 641-647. https://doi.org/10.1111/edt.12585Zhan, Y., Wang, M., Cheng, X., Li, Y., Shi, X., & Liu, F. (2021). Evaluation of a dynamic navigation system for training students in dental implant placement. Journal of Dental Education, 85(2), 120-127. https://doi.org/10.1002/jdd.12399instname:Universidad del Rosarioreponame:Repositorio Institucional EdocUREstudiantes de OdontologíaEntrenamiento simuladoPrácticas clínicasProceso de aprendizajeDental StudentsSimulated TrainingClinical PracticesLearning ProcessLa simulación como puente: facilitadores y barreras en la transición preclínica a clínica en la educación odontológica. Una revisión sistemáticaSimulation as a bridge: facilitators and barriers in the preclinical-to-clinical transition in dental education. 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