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European journal of dental education : official journal of the Association for Dental Education in Europe
Nov, 2020;24 (4): 815-821.

How do we teach simulation-based dental education? Time for an evidence-based, best-practice framework.

Denise Higgins, Melanie J Hayes, Jane A Taylor, Janet P Wallace
Author Information
  1. Denise Higgins: University of Newcastle, Ourimbah, NSW, Australia.
  2. Melanie J Hayes: The University of Sydney, Camperdown, NSW, Australia. ORCID
  3. Jane A Taylor: University of Newcastle, Ourimbah, NSW, Australia.
  4. Janet P Wallace: University of Newcastle, Ourimbah, NSW, Australia.
PMID: 32521066 DOI: 10.1111/eje.12551

Abstract

Historically, simulation-based dental education was taught using practical skills and the action of doing. An increased awareness of the importance of patient safety in healthcare education and delivery has seen considerable advances in the application of simulation-based education across several healthcare disciplines including medicine, nursing and anaesthetics. Dental simulation-based education requires improved standards of best-practice, and evidence-based, curriculum design that is based on theoretical frameworks, conceptual frameworks and educational theories. In this commentary, we explore the educational theory and the development of healthcare simulation, including internationally recognised standards of best practice and the simulation-based activity cycle. Given simulation-based education should be fit-for purpose, the components of these standards are examined within the specific context of dental education. We propose an evidence-based, best-practice framework that can be applied in the design and delivery of contemporary simulation-based dental curriculum.

Keywords

curriculum design framework psychomotor skills simulation

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MeSH Term

Clinical Competence
Computer Simulation
Curriculum
Education, Dental
Humans
Time
Journal Article

Word Cloud

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