(PO-077) Association Between Students’ Performance Measures in Advanced Dental Simulation Training

Author: Riki Gottlieb, D.D.S. – University of British Columbia Faculty of Dentistry
Author: Mary A. Baechle, D.D.S. – Virginia Commonwealth University School of Dentistry
Author: Caroline K. Carrico, Ph.D. – Assistant Professor/Biostatistician, Virginia Commonwealth University School of Dentistry
Author: Erica Brody, M.P.H. M.S.L.S. – Research and Education Librarian, Virginia Commonwealth University School of Dentistry
Submitter: Riki Gottlieb, D.D.S. – University of British Columbia Faculty of Dentistry

Objectives: This study examines the relationship between student performance measures during practice sessions and exams using advanced dental simulation.

Methods: Data from eleven classes of first-year dental students were extracted from Advanced Simulation software related to Class I and Class II cavity preparations, including: total number of practice sessions, average practice score, average time preparing teeth during practice/exam, and average time self-evaluating the preparations during practice/exam.

Comparisons of average practice score and final exam score were examined using paired t-test. Relationships between practice/exam measures and exam scores were determined with multiple linear regression.

Results: Practice mean scores and exam scores were significantly associated; exam scores were significantly higher than practice scores in both procedures.

Class I - there was a significant positive relationship between both practice and exam measures: The average practice score was significantly associated with exam score (p-value < 0.0001); Time spent preparing the exam tooth was negatively associated with the exam score (p-value < 0.0001); Conversely, time spent self-evaluating the exam tooth was significantly associated with an increase in exam score (p-value=0.0135).

Class II - exam score was significantly associated with practice measures but neither of the exam measures: Exam score for Class II mesial occlusal preparation was significantly associated with average practice score (p-value < 0.0001) and the number of practice attempts (p-value=0.0250).

Conclusion: This study emphasizes the predictive value of novice learners’ deliberate practice using advanced dental simulation, and the advantage of repetitive practice and self-assessment in achieving high exam scores in early stages of psychomotor skill development in dentistry. Advanced simulation practice enhances technical skills’ self-assessment; future studies are needed to demonstrate the translation of these skills into a patient care setting, and investigate their impact on patient safety.