Ítem
Acceso Abierto

La simulación como puente: facilitadores y barreras en la transición preclínica a clínica en la educación odontológica. Una revisión sistemática

Mostrar el registro sencillo de la publicación
dc.contributor.advisorVergel Guerrero, John Alexander
dc.creatorRamírez Forero, Diego Andrés
dc.creator.degreeMagíster en Educación para Profesionales de la Salud
dc.creator.degreetypeFull time
dc.date.accessioned2024-01-11T14:11:46Z
dc.date.available2024-01-11T14:11:46Z
dc.date.created2023-11-18
dc.descriptionLa 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.
dc.description.abstractThe 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.
dc.format.extent42 pp
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.48713/10336_41951
dc.identifier.urihttps://repository.urosario.edu.co/handle/10336/41951
dc.language.isospa
dc.publisherUniversidad del Rosario
dc.publisherPontificia Universidad Javeriana. Facultad de Medicina
dc.publisher.departmentEscuela de Medicina y Ciencias de la Salud
dc.publisher.programMaestría en Educación para Profesionales de la Salud
dc.rightsAttribution-NonCommercial-ShareAlike 4.0 International*
dc.rights.accesRightsinfo:eu-repo/semantics/openAccess
dc.rights.accesoAbierto (Texto Completo)
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/*
dc.source.bibliographicCitationAbe, S., Noguchi, N., Matsuka, Y., Shinohara, C., Kimura, T., Oka, K., Okura, K., Rodis, O. M. M., & Kawano, F. (2018). Educational effects using a robot patient simulation system for development of clinical attitude. European Journal of Dental Education, 22(3), e327-e336. https://doi.org/10.1111/eje.12298
dc.source.bibliographicCitationAl-Elq, A. H. (2010). Simulation-based medical teaching and learning. Journal of Family and Community Medicine, 17(1), 35-40. https://doi.org/10.4103/1319-1683.68787
dc.source.bibliographicCitationASGE Technology Committee, Goodman, A. J., Melson, J., Aslanian, H. R., Bhutani, M. S., Krishnan, K., Lichtenstein, D. R., Navaneethan, U., Pannala, R., Parsi, M. A., Schulman, A. R., Sethi, A., Sullivan, S. A., Thosani, N., Trikudanathan, G., Trindade, A. J., Watson, R. R., & Maple, J. T. (2019). Endoscopic simulators. Gastrointestinal Endoscopy, 90(1), 1-12. https://doi.org/10.1016/j.gie.2018.10.037
dc.source.bibliographicCitationBilich, L. A., Jackson, S. C., Bray, B. S., & Willson, M. N. (2015). High-Fidelity Simulation: Preparing Dental Hygiene Students for Managing Medical Emergencies. Journal of Dental Education, 79(9), 1074-1081. https://doi.org/10.1002/j.0022-0337.2015.79.9.tb06001.x
dc.source.bibliographicCitationBravo Zúñiga, B., González Peñafiel, A., & Valle Flores, J. A. (2018). Ambientes y diseño de escenarios en el aprendizaje basados en simulación. Conrado, 14(61), 184-190. http://scielo.sld.cu/scielo.php?script=sci_abstract&pid=S1990-86442018000100029&lng=es&nrm=iso&tlng=es
dc.source.bibliographicCitationCesare, F. D., Araújo, G. S., Tubelo, R. A., Rodrigues, S. B., Leitune, V. C. B., & Collares, F. M. (2022). Desenvolvimento e avaliação do uso de um objeto virtual de aprendizagem com simulação virtual sobre alginato. Revista da ABENO, 22(2), 1949. https://doi.org/10.30979/revabeno.v22i2.1949
dc.source.bibliographicCitationChu, F., Zheng, J., Wang, Q., Lu, X., Chen, Y., Zhong, Y., Li, Y., Shi, J., Jiang, Y., Zhang, W., Liu, L., & Sun, W. (2023). Mirror training device improves dental students’ performance on virtual simulation dental training system. BMC Medical Education, 23(1), 315. https://doi.org/10.1186/s12909-023-04300-6
dc.source.bibliographicCitationCodeço, A., Dias Coutinho, V. R., Pereira‐Lopes, O., Faria‐Almeida, R., & Santos Resende, M. (2020). Assessing clinical simulation as a learning tool when training motivation skills in Periodontology—Students’ perceptions. European Journal of Dental Education, 24(4), 644-649. https://doi.org/10.1111/eje.12544
dc.source.bibliographicCitationCollaço, E., Kira, E., Sallaberry, L. H., Queiroz, A. C. M., Machado, M. A. A. M., Crivello Jr, O., & Tori, R. (2021). Immersion and haptic feedback impacts on dental anesthesia technical skills virtual reality training. Journal of Dental Education, 85(4), 589-598. https://doi.org/10.1002/jdd.12503
dc.source.bibliographicCitationCurtis, D., Lind, S., Brear, S., & Finzen, F. (2007). The correlation of student performance in preclinical and clinical prosthodontic assessments. Journal of Dental Education, 71(3). https://pubmed.ncbi.nlm.nih.gov/17389571/
dc.source.bibliographicCitationDahan, H., & Bedos, C. (2010). A typology of dental students according to their experience of stress: A qualitative study. Journal of Dental Education, 74(2). https://pubmed.ncbi.nlm.nih.gov/20145064/
dc.source.bibliographicCitationDe Boer, I. R., Lagerweij, M. D., Wesselink, P. R., & Vervoorn, J. M. (2019). The Effect of Variations in Force Feedback in a Virtual Reality Environment on the Performance and Satisfaction of Dental Students. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 14(3), 169-174. https://doi.org/10.1097/SIH.0000000000000370
dc.source.bibliographicCitationDiaz-Vilela, A., Salazar-Reyna, C., Kinoshita-Rivas, H., Programa de Odontología, Facultad de Ciencias de la Salud, Universidad Peruana de Ciencias Aplicadas (UPC)., Caballero-García, S., & Coordinación de Innovación y Evaluación, Facultad de Ciencias de la Salud, Universidad Peruana de Ciencias Aplicadas (UPC). (2021). Student perception of early simulation in dentistry. Journal of Oral Research, 10(2), 1-9. https://doi.org/10.17126/joralres.2021.023
dc.source.bibliographicCitationDurham, C. F., & Alden, K. R. (2008). Enhancing Patient Safety in Nursing Education Through Patient Simulation. En R. G. Hughes (Ed.), Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Agency for Healthcare Research and Quality (US). http://www.ncbi.nlm.nih.gov/books/NBK2628/
dc.source.bibliographicCitationFernández-Sagredo, M., Barrios-Penna, C., Torres-Martínez, P., Sáez-Espinoza, R., & Fonseca-Molina, J. (2020). Percepción de la utilidad de los simuladores virtuales hápticos en educación odontológica por estudiantes, profesionales y académicos: Estudio descriptivo observacional. Revista de la Fundación Educación Médica, 23(2), 89. https://doi.org/10.33588/fem.232.1045
dc.source.bibliographicCitationGarcía-Huidobro, R., Véliz, C., Cantarutti, C., Mellado, B., García-Huidobro, R., Véliz, C., Cantarutti, C., & Mellado, B. (2022). Transición entre Cursos Preclínicos y Clínicos de Odon tología: Análisis de las Dificultades y Recomendaciones. International journal of odontostomatology, 16(1), 132-139. https://doi.org/10.4067/S0718-381X2022000100132
dc.source.bibliographicCitationHaddaway, N. R., Page, M. J., Pritchard, C. C., & McGuinness, L. A. (2022). PRISMA2020: An R package and Shiny app for producing PRISMA 2020-compliant flow diagrams, with interactivity for optimised digital transparency and Open Synthesis. Campbell Systematic Reviews, 18(2), e1230. https://doi.org/10.1002/cl2.1230
dc.source.bibliographicCitationHaji, Z., Arif, A., Jamal, S., & Ghafoor, R. (2021). Augmented reality in clinical dental training and education. JPMA. The Journal of the Pakistan Medical Association, 71(Suppl 1)(1), S42-S48.
dc.source.bibliographicCitationHobo, K., Noritake, K., Sunaga, M., Miyoshi, T., Cao, R., Nitta, H., Kabasawa, Y., & Kinoshita, A. (2017a). Effects of an interactive simulation material for clinical dentistry on knowledge acquisition and memory retention in dental residents. Journal of Medical and Dental Sciences, 64(4), 43-52. https://doi.org/10.11480/jmds.640401
dc.source.bibliographicCitationHobo, K., Noritake, K., Sunaga, M., Miyoshi, T., Cao, R., Nitta, H., Kabasawa, Y., & Kinoshita, A. (2017b). Effects of an interactive simulation material for clinical dentistry on knowledge acquisition and memory retention in dental residents. J Med Dent Sci.
dc.source.bibliographicCitationKneebone, R., Kidd, J., Nestel, D., Asvall, S., Paraskeva, P., & Darzi, A. (2002). An innovative model for teaching and learning clinical procedures. Medical Education, 36(7), 628-634. https://doi.org/10.1046/j.1365-2923.2002.01261.x
dc.source.bibliographicCitationKoo, S., Kim, A., Donoff, R. B., & Karimbux, N. Y. (2015). An initial assessment of haptics in preclinical operative dentistry training. Journal of Investigative and Clinical Dentistry, 6(1), 69-76. https://doi.org/10.1111/jicd.12065
dc.source.bibliographicCitationLemaster, M., Flores, J. M., & Blacketer, M. S. (2016). Effect of a Simulation Exercise on Restorative Identification Skills of First Year Dental Hygiene Students. Journal of Dental Hygiene: JDH, 90(1), 46-51.
dc.source.bibliographicCitationLin, C.-S., & Yang, C.-C. (2023). Evaluation of a digital game for teaching behavioral aspects of clinical communication in dentistry. BMC Medical Education, 23(1), 78. https://doi.org/10.1186/s12909-023-04040-7
dc.source.bibliographicCitationLone, M., Vagg, T., Theocharopoulos, A., Cryan, J. F., Mckenna, J. P., Downer, E. J., & Toulouse, A. (2019). Development and Assessment of a Three-Dimensional Tooth Morphology Quiz for Dental Students. Anatomical Sciences Education, 12(3), 284-299. https://doi.org/10.1002/ase.1815
dc.source.bibliographicCitationLópez-Cabrera, C., Hernández-Rivas, E. J., Komabayashi, T., Galindo-Reyes, E. L., Tallabs-López, D., & Cerda-Cristerna, B. I. (2017). Positive influence of a dental anaesthesia simulation model on the perception of learning by Mexican dental students. European Journal of Dental Education, 21(4), e142-e147. https://doi.org/10.1111/eje.12237
dc.source.bibliographicCitationLukas, R. W., Hardy, S. F., Johnson, G. M., & Brownstein, S. A. (2019). Prep-Along Facilitated Posterior Crown Preparation in the Preclinical Dental Setting: A Multimedia Approach. MedEdPORTAL, 10822. https://doi.org/10.15766/mep_2374-8265.10822
dc.source.bibliographicCitationMalau-Aduli, B. S., Lee, A., Alele, F., Adu, M., Drovandi, A., & Jones, K. (2022). Preclinical to clinical transition experiences of dental students at an Australian Regional University. European Journal of Dental Education, 26(1), 182-196. https://doi.org/10.1111/eje.12687
dc.source.bibliographicCitationMerino-Parra Dds, J., Madrazo-Meneses Dds, R. E., Komabayashi Dds, MSc, PhD, T., & Cerda-Cristerna Dds, MSc, PhD, B. I. (2019). 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.2019.38481
dc.source.bibliographicCitationMitchell, 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.018.052
dc.source.bibliographicCitationMiyoshi, 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.640302
dc.source.bibliographicCitationMori, 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.2014-40E
dc.source.bibliographicCitationNaidu, R., Adams, J., Simeon, D., & Persad, S. (2002). Sources of stress and psychological disturbance among dental students in the West Indies. Journal of Dental Education, 66(9). https://pubmed.ncbi.nlm.nih.gov/12374261/
dc.source.bibliographicCitationNewby, J., Keast, J., & Adam, W. (2010). Simulation of medical emergencies in dental practice: Development and evaluation of an undergraduate training programme: Simulation of medical emergencies. Australian Dental Journal, 55(4), 399-404. https://doi.org/10.1111/j.1834-7819.2010.01260.x
dc.source.bibliographicCitationNguyen, T. M., Jones, D., Ngo, K. L., & Hayes, M. J. (2017). Developing Professionalism in Dentistry: A Systematic Review. MedEdPublish, 6, 85. https://doi.org/10.15694/mep.2017.000085
dc.source.bibliographicCitationNorman, J. (2012). Systematic review of the literature on simulation in nursing education. The ABNF Journal: Official Journal of the Association of Black Nursing Faculty in Higher Education, Inc, 23(2), 24-28.
dc.source.bibliographicCitationNunez, D. W., Taleghani, M., Wathen, W. F., & Abdellatif, H. M. A. (2012). Typodont versus live patient: Predicting dental students’ clinical performance. Journal of Dental Education, 76(4), 407-413.
dc.source.bibliographicCitationPage, 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.n71
dc.source.bibliographicCitationPang, 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/10.2196/36079
dc.source.bibliographicCitationPatel, 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). Impact of simulated patients on students’ self‐assessment of competency in practice of geriatric dentistry. Journal of Dental Education, 84(8), 908-916. https://doi.org/10.1002/jdd.12176
dc.source.bibliographicCitationPetre, A. E., Pantea, M., Drafta, S., Imre, M., Țâncu, A. M. C., Liciu, E. M., Didilescu, A. C., & Pițuru, S. M. (2023). Modular Digital and 3D-Printed Dental Models with Applicability in Dental Education. Medicina, 59(1), 116. https://doi.org/10.3390/medicina59010116
dc.source.bibliographicCitationPhilip, N., Ali, K., Duggal, M., Daas, H., & Nazzal, H. (2023). Effectiveness and Student Perceptions of Haptic Virtual Reality Simulation Training as an Instructional Tool in Pre-Clinical Paediatric Dentistry: A Pilot Pedagogical Study. International Journal of Environmental Research and Public Health, 20(5), 4226. https://doi.org/10.3390/ijerph20054226
dc.source.bibliographicCitationPrasad, S., & Bansal, N. (2017). Predoctoral Dental Students’ Perceptions of Dental Implant Training: Effect of Preclinical Simulation and Clinical Experience. Journal of Dental Education, 81(4), 395-403. https://doi.org/10.21815/JDE.016.001
dc.source.bibliographicCitationRadcliffe, C., & Lester, H. (2003). Perceived stress during undergraduate medical training: A qualitative study. Medical Education, 37(1). https://doi.org/10.1046/j.1365-2923.2003.01405.x
dc.source.bibliographicCitationRehder, R., Abd-El-Barr, M., Hooten, K., Weinstock, P., Madsen, J. R., & Cohen, A. R. (2016). The role of simulation in neurosurgery. Child’s Nervous System: ChNS: Official Journal of the International Society for Pediatric Neurosurgery, 32(1), 43-54. https://doi.org/10.1007/s00381-015-2923-z
dc.source.bibliographicCitationRen, Q., Wang, Y., Zheng, Q., Ye, L., Zhou, X. D., & Zhang, L. L. (2017). Survey of student attitudes towards digital simulation technologies at a dental school in China. European Journal of Dental Education, 21(3), 180-186. https://doi.org/10.1111/eje.12198
dc.source.bibliographicCitationReyes‐Acuca, M. J., Sánchez‐Lezama, Z. S., Capistrán‐Sarmiento, B., Teodoro‐Isneros, A., Suárez‐Franco, J. L., & Cerda‐Cristerna, B. I. (2020). Learning of the mental nerve block technique with dental anaesthesia simulation models builds motor skills and confidence in dental students. European Journal of Dental Education, 24(3), 491-498. https://doi.org/10.1111/eje.12527
dc.source.bibliographicCitationReymus, M., Fotiadou, C., Hickel, R., & Diegritz, C. (2018). 3D-printed model for hands-on training in dental traumatology. International Endodontic Journal, 51(11), 1313-1319. https://doi.org/10.1111/iej.12947
dc.source.bibliographicCitationRhienmora, P., Haddawy, P., Suebnukarn, S., & Dailey, M. N. (2011). Intelligent dental training simulator with objective skill assessment and feedback. Artificial Intelligence in Medicine, 52(2), 115-121. https://doi.org/10.1016/j.artmed.2011.04.003
dc.source.bibliographicCitationRoy, E., Quinsat, V. E., Bazin, O., Lesclous, P., & Lejus-Bourdeau, C. (2018). High-fidelity simulation in training dental students for medical life-threatening emergency. European Journal of Dental Education, 22(2), e261-e268. https://doi.org/10.1111/eje.12284
dc.source.bibliographicCitationSanford, P. (2014). Simulation in Nursing Education: A Review of the Research. The Qualitative Report. https://doi.org/10.46743/2160-3715/2010.1196
dc.source.bibliographicCitationSeki, N., Moross, J., Otsuka, H., Sunaga, M., Naito, M., Kondo, K., Shinada, K., Morio, I., & Kinoshita, A. (2020). Dental Hygiene Learning Outcomes Obtained Through Computer-Assisted Simulation Modules. 94(1).
dc.source.bibliographicCitationSeki, N., Moross, J., Sunaga, M., Hobo, K., Miyoshi, T., Nitta, H., Kinoshita, A., & Morio, I. (2016). Evaluation of simulation learning materials use to fill the gap in Japanese dental English education. J Med Dent Sci.
dc.source.bibliographicCitationTang, L., Cao, Y., Liu, Z., Qian, K., Liu, Y., Liu, Y., & Zhou, Y. (2021). Improving the quality of preclinical simulation training for dental students using a new digital real‐time evaluation system. European Journal of Dental Education, 25(1), 100-107. https://doi.org/10.1111/eje.12580
dc.source.bibliographicCitationUrbankova, A. (2010). Impact of Computerized Dental Simulation Training on Preclinical Operative Dentistry Examination Scores. Journal of Dental Education, 74(4), 402-409. https://doi.org/10.1002/j.0022-0337.2010.74.4.tb04885.x
dc.source.bibliographicCitationVelayo, 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/
dc.source.bibliographicCitationVincent, 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.0000000000000136
dc.source.bibliographicCitationVincent, 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
dc.source.bibliographicCitationWeiner, 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
dc.source.bibliographicCitationWenzel, 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
dc.source.bibliographicCitationYoshida, 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
dc.source.bibliographicCitationZafar, 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
dc.source.bibliographicCitationZhan, 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
dc.source.instnameinstname:Universidad del Rosario
dc.source.reponamereponame:Repositorio Institucional EdocUR
dc.subjectEstudiantes de Odontología
dc.subjectEntrenamiento simulado
dc.subjectPrácticas clínicas
dc.subjectProceso de aprendizaje
dc.subject.keywordDental Students
dc.subject.keywordSimulated Training
dc.subject.keywordClinical Practices
dc.subject.keywordLearning Process
dc.titleLa simulación como puente: facilitadores y barreras en la transición preclínica a clínica en la educación odontológica. Una revisión sistemática
dc.title.TranslatedTitleSimulation as a bridge: facilitators and barriers in the preclinical-to-clinical transition in dental education. A systematic review
dc.typebachelorThesis
dc.type.documentTrabajo de grado
dc.type.spaTrabajo de grado
local.department.reportEscuela de Medicina y Ciencias de la Salud
Archivos
Bloque original
Mostrando1 - 1 de 1
Miniatura
Nombre:
La_similacion_como_puente_facilitadores.pdf
Tamaño:
586.32 KB
Formato:
Adobe Portable Document Format
Descripción:
Descargar
Colecciones
Maestría en Educación para Profesionales de la Salud