Simulation vs student-to-student: which is better at reducing the inevitable anxieties faced by students’ learning local anaesthetic administration in the dental field?

Russell, Abbie (2013) Simulation vs student-to-student: which is better at reducing the inevitable anxieties faced by students’ learning local anaesthetic administration in the dental field? BSc dissertation, University of Portsmouth.

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    Abstract

    Introduction: Within dental schools there are many modes of teaching LA. Students’ undergo theoretical training combined with the practical administration of LA on a human subject. Many dental schools now feel it is unethical to practice the student-to-student administration technique when there is no medical need for it. Electronic simulation models to aid the delivery of LA are now being used by some schools instead of the traditional student-to-student technique.

    Aim: The purpose of this study is to determine whether this change in training method has affected students’ competence and/or confidence levels. Level 5 and 6 cohorts at UPDA were trained in two different ways; level 6 practiced the student-to-student technique. Level 5 students practiced using a preclinical training model. This study will determine the confidence and anxiety levels of students’ trained in the two different ways. This research may also highlight that level 5 students’ may still be accepted an LA from a fellow student for training purposes, had it not been removed from their training.

    Method: A literature review was conducted in order to underpin the primary research questionnaire carried out for this study. Data collected was both qualitative and quantitative with the questionnaires containing ‘open’ and ‘closed’ questions. A total of 44 students’ received the questionnaire with 40 students responding. A pilot study was conducted for each cohort. The pilot group were not included in the main study. Both cohorts had received theoretical and practical training of LA; level 6 on a fellow student and a simulation model, level 5 on a simulation model only. The questionnaire was sent out to both cohorts via their University gmail account.

    Results: The response rate of the level 5 cohort was 82% (19 of 22). The response rate of the level 6 cohort was 91% (21 of 22). Two email reminders were sent out in order to promote a high response rate.
    The results highlighted that the use of a preclinical training model was beneficial to both cohorts. 100% (21) of level 6 students’ thought not being able to administer LA on a fellow colleague would have been detrimental to their confidence levels. 42% (8) of level 5 students’ considered not being able to administer LA on a fellow student to be detrimental to their learning and 63% (12) thought that if they had been able to administer on a fellow student it would have reduced their anxieties and increased their confidence levels. Results also highlighted that phantom head learning sessions offered by UPDA are beneficial and well taught. Most level 5 UPDA students’ understood the reasoning behind the change in legislation. However, over 57% (12) of level 6 students’ did not understand the reasoning.

    Conclusion: From the primary research it was highlighted that 90% (19) of level 6 UPDA students’ thought being able to administer LA on a fellow student before administering on a patient reduced their anxieties and improved their confidence and 100% (21) thought it was beneficial to their learning. 42% (8) of level 5 UPDA students’ thought not being able to administer LA on a fellow colleague was detrimental to their learning and 63% (12) thought that still being able to do so would have reduced their anxiety levels and improved their confidence. The questionnaire also highlighted 74% (14) of level 5 UPDA students’ said they would still be willing to receive LA from a fellow student for training purposes if they had the option.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Science > Portsmouth Dental Academy
    Depositing User: Jane Polwin
    Date Deposited: 22 Oct 2013 16:33
    Last Modified: 28 Jan 2015 12:30
    URI: http://eprints.port.ac.uk/id/eprint/13684

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