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Kishimoto N, Sanuki T, Liu Y, Tran SD, Seo K. Simulation training for medical emergencies of dental patients: A review of the dental literature. JAPANESE DENTAL SCIENCE REVIEW 2023; 59:104-113. [PMID: 36937224 PMCID: PMC10017307 DOI: 10.1016/j.jdsr.2023.02.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Revised: 02/07/2023] [Accepted: 02/23/2023] [Indexed: 03/09/2023] Open
Abstract
In recent years, due to the aging of the population, the number of dental patients with comorbidities such as hypertension and diabetes has increased. Although it has been reported that these patients are increasingly developing medical emergencies during their dental treatments, many dental providers still do not possess the skills to manage medical emergencies appropriately. Simulation training is essential to improve this situation however, there is no report describing how to conduct an effective simulation in detail for dental office medical emergencies. The purpose of this review is to provide information on simulations that is effective and practical. The authors will highlight the key characteristics for providing effective simulation trainings, such as the selection of simulators, simulation locations, instructors, debriefings, methods for evaluating educational effectiveness, and the use of telesimulation as a method for simulation training due to the global COVID-19 pandemic. In addition, this review provides recommendations on tailoring an ideal simulation training course for those who wish to create one. The authors hope that this review will promote the spread of effective simulation training and in turn, contribute to improving the medical safety of dental patients.
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Affiliation(s)
- Naotaka Kishimoto
- Division of Dental Anesthesiology, Faculty of Dentistry & Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
- Faculty of Dental Medicine and Oral Health Sciences, McGill University, Montreal, QC, Canada
- Corresponding author at: Division of Dental Anesthesiology, Faculty of Dentistry & Graduate School of Medical and Dental Sciences, Niigata University, 2-5274, Gakkocho-dori, Chuo-ku, Niigata 951-8514, Japan.
| | - Takuro Sanuki
- Department of Dental Anesthesiology, Kanagawa Dental University, Yokosuka, Japan
| | - Younan Liu
- Faculty of Dental Medicine and Oral Health Sciences, McGill University, Montreal, QC, Canada
| | - Simon D. Tran
- Faculty of Dental Medicine and Oral Health Sciences, McGill University, Montreal, QC, Canada
| | - Kenji Seo
- Division of Dental Anesthesiology, Faculty of Dentistry & Graduate School of Medical and Dental Sciences, Niigata University, Niigata, Japan
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Al-Sebaei MO. Evaluating the use of role-play simulations in teaching management of medical emergencies in the dental clinic. BMC MEDICAL EDUCATION 2023; 23:831. [PMID: 37924046 PMCID: PMC10625235 DOI: 10.1186/s12909-023-04818-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2023] [Accepted: 10/29/2023] [Indexed: 11/06/2023]
Abstract
BACKGROUND Practical hands-on training is necessary for clinical competence in managing medical emergencies in the dental setting. Therefore, the King Abdulaziz University Faculty of Dentistry developed a role-play simulation-based clinical module for training clinical years (Years 4, 5, and 6) dental students in medical emergency management between 2016 and 2020. This study aimed to assess the knowledge and skills of years 4, 5, and 6 dental students before and after the completion of the role-play simulation-based medical emergency training module. METHODS A mandatory four-hour annual training module was designed consisting of a 45-minute lecture on the medical emergency basic action plan and overview, four hands-on stations, and six role-play simulation-based medical emergency stations. A 16-item multiple choice test was used to assess the knowledge of the students before and after the training module every academic year. An objective structured clinical exam (OSCE) on a medical emergency scenario was administered to the students graduating each year. The difference between the pre- and post-module test scores and the one-time OSCE pass/fail rate were analyzed statistically using appropriate tests. RESULTS A total of 846 students participated in the study between 2017 and 2020: 275 once, 483 twice, 87 thrice, and one participated four times; in total, 1,506 assessments were conducted. Overall, the pre-test and post-test mean scores were 9.4 ± 3.0 and 13.5 ± 1.6, respectively. All students showed significant improvements in the post-test scores compared to the pre-test scores. Year 4 students showed the highest improvement, followed by Year 5 and Year 6. There was a statistically significant association between the pass/fail rate of the OSCE station and the number of times the module was taken. CONCLUSIONS The significant improvement in the scores of clinical year students in this study supports an annual mandate for all dental students to undergo simulation-based competency training in their clinical years. Teaching institutions are recommended to utilize simulation and hands-on instruction to teach medical emergency management.
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Affiliation(s)
- Maisa O Al-Sebaei
- Department of Oral and Maxillofacial Surgery, Faculty of Dentistry, King Abdulaziz University, 21589, Jeddah, PO box 80209, Saudi Arabia.
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Sin M, Edwards D, Currie C, Corbett I. Prevalence of medical emergency events in primary dental care within the UK. Br Dent J 2023; 235:721-726. [PMID: 37945869 PMCID: PMC10635819 DOI: 10.1038/s41415-023-6444-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Revised: 06/01/2023] [Accepted: 06/19/2023] [Indexed: 11/12/2023]
Abstract
Introduction Dental professionals have an ethical and legal obligation to diagnose and manage medical emergencies which may occur in primary dental care.Aims and objectives To investigate the prevalence of medical emergencies in UK primary dental care and explore the medical emergency training needs of UK primary dental care professionals.Design and setting Cross-sectional survey, targeting dentists, dental hygienists and dental therapists across the UK working within primary dental care.Materials and methods An online survey was distributed via dental society mailing lists, social media groups and a dental conference. The questionnaire consisted of participants demographics and training in, prevalence of and confidence surrounding medical emergencies.Results Respondents (n = 400) were dentists (55.8%), dental hygienists/therapists (38.8%) and specialists (5.5%). Most participants received basic life support training (62%) in 2019, before COVID-19. The most common medical emergencies were syncope, non-specific collapse and hypoglycaemia, being encountered every 1.59, 1.64 and 8.26 years, respectively. The preferred method for medical emergency training was practical based, with more training in administering emergency drugs and equipment identified as a training need.Conclusion Dental professionals will encounter medical emergencies in primary dental care every 1-2 years and are therefore not uncommon.
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Affiliation(s)
- Melissa Sin
- School of Dental Sciences, Faculty of Medical Sciences, Newcastle University, UK
| | - David Edwards
- School of Dental Sciences, Faculty of Medical Sciences, Newcastle University, UK.
| | - Charlotte Currie
- School of Dental Sciences, Faculty of Medical Sciences, Newcastle University, UK
| | - Ian Corbett
- School of Dental Sciences, Faculty of Medical Sciences, Newcastle University, UK
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Gupta S, Mishra S, Behl S, Srikant N, Mascarenhas R. Knowledge of handling medical emergencies among general dental practitioners pan India: a cross-sectional survery. BMC Res Notes 2023; 16:221. [PMID: 37710327 PMCID: PMC10503061 DOI: 10.1186/s13104-023-06477-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2023] [Accepted: 08/25/2023] [Indexed: 09/16/2023] Open
Abstract
BACKGROUND Medical emergency situations in dental clinics have been contemplated to be an issue in most of the countries by reason of dentist's lack of knowledge and preparedness to attend emergency situations in dental offices. The aim of this paper is to observe the knowledge, attitude, and perceived confidence of the general dental practitioners regarding emergency medical care and its practical application. Questionnaire on knowledge assessment was circulated among 500 dentists using printed questionnaire formats and various social media platforms. The questionnaire included details on treating hypertensive patients, cardiopulmonary resuscitation training, accessibility of medical emergency equipments in the dental clinics, prevalence of medical emergency cases in the dental office and the self-assessed competence to handle medical emergency situations in the dental clinics. Data was surveyed and scrutinized using the Statistical Package for Social Sciences (SPSS), version 17 (SPSS Inc., Chicago IL). Descriptive statistics was tabulated and Chi square tests was applied. FINDINGS 500 general dental practitioners pan India were involved in the study (294 were females and 207 were males). They were grouped into different age groups (20-30 yrs, 30-40 yrs, 40-50 yrs, 50 and above) and experience (0-5 yrs, 5-10 yrs and more than 10 years). 279 participants did not attend any medical emergency training whereas, 222 participants from all groups attended training program. It was observed that with increased experience in the field, the knowledge, awareness and confidence to treat medical emergency situation in the dental clinics was better. Dentists should update themselves from time-to-time with the latest technologies in the field and need to attend training programs to handle any medical emergency situations in the dental offices. Medical emergencies in a dental clinic can be encountered at any point of time and the clinician should have apt knowledge in handling such situations. Majority of the dentists feel subdued in managing medical situations in dental offices. Training and workshops for handling medical situations in the dental offices should be mandated at the undergraduate and postgraduate levels. This will help the dentist to shape one's confidence in managing such situations without apprehension. Availability of proper infrastructure and equipments is recommended in every dental clinics so as to ease the handling of the situation. CONCLUSION This paper enlightens the need of basic life support training on regular basis among the dentists to improve the competence among them and to improve the confidence in handling such situations.
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Affiliation(s)
- Shubhangi Gupta
- Department of Oral and Maxillofacial Surgery, Sri Dharmasthala, Manjuatheswara College of Dental Sciences, Dharwad, India
| | - Stuti Mishra
- Department of Prosthodontics and Crown and Bridge, Manipal College of Dental Sciences, Manipal, Karnataka, India
| | - Shubhangi Behl
- Department of Periodontolgy, Bharati Vidyapeeth Dental College and Hospital, Pune, India
| | - N Srikant
- Department of Prosthodontics and Crown and Bridge, Manipal College of Dental Sciences, Manipal, Karnataka, India
- Department of Oral Pathology and Microbiology, Manipal College of Dental Sciences, Mangalore Affliliated to Manipal Academy of Higher Education, Manipal, India
| | - Roma Mascarenhas
- Department of Prosthodontics and Crown and Bridge, Manipal College of Dental Sciences, Manipal, Karnataka, India.
- Department of Conservative Dentistry and Endodontics, Manipal College of Dental Sciences, Mangalore Affliliated to Manipal Academy of Higher Education, Manipal, India.
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Varoni EM, Rigoni M, Lodi G, Sardella A, Muti P, Vitello A, Montebugnoli L, Polimeni A, Tommasino S, Iriti M, Senna A, Iandolo R, Nisio A, Carrassi A. Medical emergencies in dental practice: A nationwide web-based survey of Italian dentists. Heliyon 2023; 9:e13910. [PMID: 36915515 PMCID: PMC10006528 DOI: 10.1016/j.heliyon.2023.e13910] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2022] [Revised: 02/08/2023] [Accepted: 02/15/2023] [Indexed: 02/24/2023] Open
Abstract
Objective Dentists must be prepared to manage medical emergencies, which are arisen during dental practice together with the increase of age population and medically compromised patients. This study aims at assessing the occurrence of medical emergencies in a cohort of Italian dentists, to ascertain their level of confidence in the management of these conditions, also based on their educational training and type of medical graduation, and, finally, to know their educational needs, in order to plan appropriate institutional interventions for specific training. Methods A national-based cross-sectional study was carried out by means of an online survey sent to all dentists working in Italy. Results The survey included 6818 questionnaires. Most of the respondents (n = 4443; 65.2%) reported the occurrence of at least one medical emergency during their professional life. The events rarely resulted in death as declared by only 62 (0.9%) of respondents. The commonest medical emergency was the vasovagal syndrome. Most medical emergencies occurred during the dental procedure (n = 4883; 71.6%). An average degree of satisfaction about the ability to diagnose and manage medical emergencies was reported by most of respondents, with high level of confidence in treating vasovagal syndrome, while a lack in preparedness about the management of myocardial infarction or transient ischemic attack (TIA) and stroke. Medical doctors were more confident in managing the emergencies than dentistry graduates (p < .01). Considering the educational needs, almost all of participants (n = 6721; 98.6%) declared the need to improve their training and expressed their interest in theoretical-practical institutional courses as well as in the establishment of an official national register for medical emergencies occurred in dental practice. Conclusions Medical emergencies are not negligible and the dentist should receive adequate training and continuing education to be updated and ready for their correct management. Clinical significance The dentist should be ready to deal with medical emergencies and provide first aid to the patient. The dentist is not always prepared to manage the most complex emergencies; therefore, there is the need to organize post-graduate courses and to set up an emergency register.
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Affiliation(s)
- Elena M Varoni
- Università degli Studi di Milano, Dipartimento di Scienze Biomediche, Chirurgiche ed Odontoiatriche, Milan, Italy.,ASST Santi Paolo e Carlo, Presidio Ospedaliero San Paolo, Milan, Italy
| | - Marta Rigoni
- Università degli Studi di Milano, Dipartimento di Scienze Biomediche, Chirurgiche ed Odontoiatriche, Milan, Italy.,Fondazione IRCCS Ca' Granda Ospedale Maggiore Policlinico, Milano, Italy
| | - Giovanni Lodi
- Università degli Studi di Milano, Dipartimento di Scienze Biomediche, Chirurgiche ed Odontoiatriche, Milan, Italy.,ASST Santi Paolo e Carlo, Presidio Ospedaliero San Paolo, Milan, Italy
| | - Andrea Sardella
- Università degli Studi di Milano, Dipartimento di Scienze Biomediche, Chirurgiche ed Odontoiatriche, Milan, Italy.,ASST Santi Paolo e Carlo, Presidio Ospedaliero San Paolo, Milan, Italy
| | - Paola Muti
- Università degli Studi di Milano, Dipartimento di Scienze Biomediche, Chirurgiche ed Odontoiatriche, Milan, Italy.,Fondazione IRCCS Ca' Granda Ospedale Maggiore Policlinico, Milano, Italy
| | - Antonio Vitello
- ASST Santi Paolo e Carlo, Presidio Ospedaliero San Paolo, Milan, Italy
| | - Lucio Montebugnoli
- Dipartimento di Scienze Biomediche e Neuromotorie, Università di Bologna, Bologna, Italy
| | - Antonella Polimeni
- Dipartimento di Scienze Odontostomatologiche e Maxillo-Facciali, Università La Sapienza, Roma, Italy
| | - Stella Tommasino
- Università degli Studi di Milano, Dipartimento di Scienze Biomediche, Chirurgiche ed Odontoiatriche, Milan, Italy.,ASST Santi Paolo e Carlo, Presidio Ospedaliero San Paolo, Milan, Italy
| | - Marcello Iriti
- Dipartimento di Scienze Agrarie e Ambientali, Università degli Studi di Milano, Milan, Italy
| | - Andrea Senna
- Italian National Commission of the Dental Board, Italy
| | | | | | - Antonio Carrassi
- Università degli Studi di Milano, Dipartimento di Scienze Biomediche, Chirurgiche ed Odontoiatriche, Milan, Italy.,ASST Santi Paolo e Carlo, Presidio Ospedaliero San Paolo, Milan, Italy
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Du WQ, Zhong X, Jiang RQ, Zong ZW, Jia YJ, Ye Z, Zhou XL. Animal model-based simulation training for three emergent and urgent operations of penetrating thoracic injuries. Chin J Traumatol 2023; 26:41-47. [PMID: 36008213 PMCID: PMC9912295 DOI: 10.1016/j.cjtee.2022.07.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/28/2021] [Revised: 05/31/2022] [Accepted: 06/30/2022] [Indexed: 02/04/2023] Open
Abstract
PURPOSE To develop animal models of penetrating thoracic injuries and to observe the effects of the animal model-based training on improving the trainees' performance for emergent and urgent thoracic surgeries. METHODS With a homemade machine, animal models of lung injuries and penetrating heart injuries were produced in porcine and used for training of chest tube drainage, urgent sternotomy, and emergent thoracotomy. Coefficient of variation of abbreviated injury scale and blood loss was calculated to judge the reproducibility of animal models. Five operation teams from basic-level hospitals (group A) and five operation teams from level III hospitals (group B) were included to be trained and tested. Testing standards for the operations were established after thorough literature review, and expert questionnaires were employed to evaluate the scientificity and feasibility of the testing standards. Tests were carried out after the training. Pre- and post-training performances were compared. Post-training survey using 7-point Likert scale was taken to evaluate the feelings of the trainees to these training approaches. RESULTS Animal models of the three kinds of penetrating chest injuries were successfully established and the coefficient of variation of abbreviated injury scale and blood loss were all less than 25%. After literature review, testing standards were established, and expert questionnaire results showed that the scientific score was 7.30 ± 1.49, and the feasibility score was 7.50 ± 0.89. Post-training performance was significantly higher in both group A and group B than pre-training performance. Post-training survey showed that all the trainees felt confident in applying the operations and were generally agreed that the training procedure were very helpful in improving operation skills for thoracic penetrating injury. CONCLUSIONS Animal model-based simulation training established in the current study could improve the trainees' performance for emergent and urgent thoracic surgeries, especially of the surgical teams from basic-level hospitals.
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Affiliation(s)
- Wen-Qiong Du
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing, 400037, China
| | - Xin Zhong
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care & Department of Orthopedics, Xinqiao Hospital, Army Medical University, Chongqing, 400037, China
| | - Ren-Qing Jiang
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing, 400037, China
| | - Zhao-Wen Zong
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care & Department of Orthopedics, Xinqiao Hospital, Army Medical University, Chongqing, 400037, China.
| | - Yi-Jun Jia
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing, 400037, China
| | - Zhao Ye
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing, 400037, China
| | - Xiao-Lin Zhou
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing, 400037, China
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Zargaran A, Houlden R, O'Neill P, Schaffer S, Chang V, Kafai Golahmadi A, Hirniak J, Turki M, Zargaran D. Emergency medicine undergraduate simulation training during the COVID-19 pandemic: A course evaluation. Injury 2022; 53:3191-3194. [PMID: 35817605 PMCID: PMC9251958 DOI: 10.1016/j.injury.2022.07.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/01/2022] [Revised: 05/26/2022] [Accepted: 07/03/2022] [Indexed: 02/02/2023]
Abstract
OBJECTIVE Reduction in patient-facing teaching encounters has limited practical exposure to Emergency Medicine for medical students. Simulation has traditionally provided an alternative to patient-facing learning, with increasing integration in courses. Rapid advancements in technology facilitate simulation of realistic complex simulations encountered in the emergency setting. This study evaluated the efficacy of high-fidelity simulation in undergraduate emergency trauma medicine teaching. METHODS A consultant trauma expert delivered an introductory lecture, followed by consultant-led small group transoesophageal echocardiogram (TOE) and chest drain simulations, and a splinting station. Participants then responded to a major trauma incident with simulated patients and high-fidelity mannequins. Pre- and post-surveys were administered to assess change in delegates' trauma surgery knowledge and confidence. DESIGN One-group pretest-posttest research design. SETTING A higher education institution in the United Kingdom. PARTICIPANTS A convenience sample of 50 pre-clinical and clinical medical students. RESULTS Recall of the boundaries of the safe triangle for chest drain insertion improved by 46% (p < 0.01), and knowledge of cardinal signs of a tension pneumothorax improved by 26% (p = 0.02). There was a 22% increase in knowledge of what transoesophageal echocardiograms (TOEs) measure (p = 0.03), and 38% increased knowledge of contraindications for splinting a leg (p < 0.01). The average improvement in knowledge across all procedures when compared to baseline was 35.8% immediately post-simulation and 22.4% at six-weeks post-simulation. Confidence working in an emergency setting increased by 24% (p < 0.001) immediately, and by 27.2% (p < 0.001) at six weeks. CONCLUSIONS The findings suggest that simulation training within emergency medicine can result in significant increases in both competency and confidence. Benefits were observed over a six-week period. In the context of reduced patient-facing teaching opportunities, emergency medicine simulation training may represent an invaluable mechanism for delivery of teaching.
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Affiliation(s)
| | - Riki Houlden
- East & North Hertfordshire NHS Trust, Stevenage SG1 4AB, Hertfordshire,Corresponding author
| | | | | | - Vince Chang
- St George's, University of London, London SW17 0RE, UK
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Lv M, Jia Y, Zong Z, Jiang R, Du W, Zhang L, Ye Z, Zhong X. Method for Teaching Life-Saving Combat First-Aid Skills With live-actor Patients Using a Wearable Training Apparatus. Mil Med 2022; 187:757-763. [PMID: 34273161 DOI: 10.1093/milmed/usab286] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2020] [Revised: 11/23/2020] [Accepted: 07/14/2021] [Indexed: 11/13/2022] Open
Abstract
INTRODUCTION Training combat personnel in combat first-aid skills has faced many challenges over time, such as the need to combine tactics with medicine and to overcome combat personnel's lack of medical background knowledge. Therefore, many simulation methods are currently being developed, each of which has its advantages and disadvantages. In this study, a combined simulation method involving live-actor patients using a wearable training apparatus was developed, and the effects of this method were observed. MATERIALS AND METHODS Focusing on the major causes of preventable deaths among victims killed in action, wearable training apparatuses simulating massive hemorrhage, airway obstruction, and tension pneumothorax were designed and produced. Methods of simulating these three injury types using live-actor patients with these training apparatuses were developed, and medical teachers evaluated the simulation effects. The live-actor patients were incorporated into a tactical scenario to train and test nonmedical and medical students in year 3, respectively. High-fidelity simulator-based training and traditional training without simulation served as the control. A post-training survey using a 7-point Likert scale evaluated the trainees' feelings toward these training approaches. RESULTS Three types of training apparatuses were developed to simulate three life-threatening injuries, and the simulation effects of the live-actor patients using these apparatuses were highly recognized by medical teachers. Both live-actor patients and high-fidelity simulator-based training improved performance significantly more than traditional training. However, the improvement due to training with live-actor patients was greater than that due to high-fidelity simulator-based training for nonmedical students, whereas there was no difference between these two simulation methods for medical students. A post-training survey revealed that all the trainees were confident in practicing first-aid skills after training, and they all agreed that live-actor patients could combine tactical situations with first aid better than high-fidelity simulators. The nonmedical students strongly agreed that live-actor patients were more helpful in the training of injury evaluation than high-fidelity simulators. CONCLUSIONS The method using wearable training apparatus-based live-actor patients was satisfying and effective for teaching life-saving combat first-aid skills, especially for nonmedical students.
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Affiliation(s)
- Minrui Lv
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing 400038, China
| | - Yijun Jia
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing 400038, China
| | - Zhaowen Zong
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing 400038, China
| | - Renqing Jiang
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing 400038, China
| | - Wenqiong Du
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing 400038, China
| | - Lin Zhang
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing 400038, China
| | - Zhao Ye
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing 400038, China
| | - Xin Zhong
- State Key Laboratory of Trauma, Burn and Combined Injury, Department for Combat Casualty Care Training, Training Base for Army Health Care, Army Medical University, Chongqing 400038, China
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Effectiveness of Virtual Reality-Based Training on Oral Healthcare for Disabled Elderly Persons: A Randomized Controlled Trial. J Pers Med 2022; 12:jpm12020218. [PMID: 35207706 PMCID: PMC8879228 DOI: 10.3390/jpm12020218] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2021] [Revised: 01/16/2022] [Accepted: 02/01/2022] [Indexed: 11/17/2022] Open
Abstract
(1) Background: Virtual reality (VR) technology is a widely used training tool in medical education. The present study aimed to evaluate the effectiveness of VR training of oral hygiene students on providing oral healthcare to disabled elderly persons. (2) Methods: A randomized controlled trial was conducted. In 2021, oral hygiene students were randomly assigned to a VR experimental group (EG; n = 11) and a control group (CG; n = 12). The EG received two-hour, thrice-repeated VR-based training interventions at 2-week, 4-week, and 6-week follow-ups. The CG received no VR-based interventions. Data were collected using a self-administered questionnaire before and immediately after each intervention. We performed generalized estimating equations to compare the responses. (3) Results: The EG exhibited a more significant improvement in oral care-related knowledge, attitude, self-efficacy, and intention at the 6-week follow-up than the CG. The students’ intention to assist the elderly in using interdental brushes (β = 0.91), with soft tissue cleaning (β = 0.53), and with oral desensitization (β = 0.53), and to have regular dental visits (β = 0.61) improved significantly at the 6-week follow-up. (4) Conclusions: VR training positively affected students’ knowledge, attitude, self-efficacy, and intentions on providing oral healthcare to disabled elderly persons.
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Manton JW, Kennedy KS, Lipps JA, Pfeil SA, Cornelius BW. Medical Emergency Management in the Dental Office (MEMDO): A Pilot Study Assessing a Simulation-Based Training Curriculum for Dentists. Anesth Prog 2021; 68:76-84. [PMID: 34185862 PMCID: PMC8258755 DOI: 10.2344/anpr-67-04-04] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2020] [Accepted: 07/20/2020] [Indexed: 11/11/2022] Open
Abstract
In the event of a medical emergency in the dental office, the dentist must be able to identify a patient in distress, assess the situation, and institute proper management. This study assessed the impact of a simulation-based medical emergency preparedness curriculum on a resident's ability to manage medical emergencies. This interventional and pre-post educational pilot study included 8 participants who completed a standard curriculum and 8 who completed a modified curriculum (N = 16). The intervention consisted of a comprehensive medical emergency preparedness curriculum that replaced lecture sessions in a standard curriculum. Participants completed performance assessments using scenario-based objective structured clinical examinations (OSCEs) that were recorded and evaluated by calibrated faculty reviewers using a customized scoring grid. The intervention group performed significantly better than the control group on their summative OSCEs, averaging 90.9 versus 61.2 points out of 128 (p = .0009). All participants from the intervention group passed their summative OSCE with scores >60%, while none from the control group received passing scores. Completion of a simulation-based medical emergency preparedness curriculum significantly improved resident performance during simulated medical emergencies.
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Affiliation(s)
- Jesse W Manton
- The Ohio State University, College of Dentistry, Division of Oral and Maxillofacial Surgery and Dental Anesthesiology
- The Ohio State University, College of Medicine, Department of Anesthesiology
| | - Kelly S Kennedy
- The Ohio State University, College of Dentistry, Division of Oral and Maxillofacial Surgery and Dental Anesthesiology
| | - Jonathan A Lipps
- The Ohio State University, College of Medicine, Department of Anesthesiology
| | - Sheryl A Pfeil
- The Ohio State University, College of Medicine, Medical Director-Clinical Skills Education and Assessment Center
- The Ohio State University, College of Medicine, Department of Internal Medicine Division of Gastroenterology, Hepatology and Nutrition, Columbus, Ohio
| | - Bryant W Cornelius
- The Ohio State University, College of Dentistry, Division of Oral and Maxillofacial Surgery and Dental Anesthesiology
- The Ohio State University, College of Medicine, Department of Anesthesiology
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11
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Siemens MJ, Rice AN, Jensen TF, Muckler VCS. Implementation of contextualized, emergency management cognitive aids in a periodontics clinic. J Dent Anesth Pain Med 2021; 21:227-236. [PMID: 34136644 PMCID: PMC8187017 DOI: 10.17245/jdapm.2021.21.3.227] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 05/07/2021] [Accepted: 05/10/2021] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND Emergencies in outpatient clinics are rare. However, potentially catastrophic events can be challenging to manage due to a variety of factors, including limited equipment and staff. The purpose of this quality improvement project was to improve the staff knowledge and familiarity with critical performance elements for emergencies encountered in the setting of a periodontics clinic. METHODS Emergency cognitive aids tailored to the clinic's resources were created for anaphylaxis, airway obstruction, and sublingual hemorrhage. The project pre-post-test repeated measures design evaluated the effectiveness of cognitive aids using a combination of hands-on simulation, written knowledge assessments, and self-efficacy surveys. Training sessions and simulations were provided to the clinic's existing care teams made up of a periodontist and two dental assistants with an anesthetist who was present for simulations involving sedation. Due to the small sample size (N = 14) and non-normal distribution, all metrics were evaluated using non-parametric statistics. RESULTS Significant improvements were found in knowledge assessment (-2.310, P = 0.021) and self-efficacy (-2.486, P = 0.013) scores when retention after a training session before and after the introduction of cognitive aid was compared. The mean simulation scores and times improved steadily or reached maximum scores during the project progression. CONCLUSION Training sessions before and after cognitive aid introduction were effective in improving knowledge, self-efficacy, and simulation performance. Future projects should focus on validating the process for creating contextualized cognitive aids and evaluating the effectiveness of these cognitive aids in larger samples.
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Affiliation(s)
| | - Andi N Rice
- Periodontics of Greenville, Greenville, SC, USA
- Duke University School of Nursing Consulting Associate, Durham, NC, USA
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12
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Solanki C, Geisinger ML, Luepke PG, Al-Bitar K, Palomo L, Lee W, Blanchard S, Shin D, Maupome G, Eckert GJ, John V. Assessing readiness to manage medical emergencies among dental students at four dental schools. J Dent Educ 2021; 85:1462-1470. [PMID: 33997984 DOI: 10.1002/jdd.12640] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2020] [Revised: 03/09/2021] [Accepted: 04/03/2021] [Indexed: 11/11/2022]
Abstract
BACKGROUND AND PURPOSE Dentists treat a wide range of patients, including patients with compromised health conditions. While rendering treatment, various medical emergencies can and do occur. To help increase the knowledge required to manage such emergencies, dental students must be trained while in dental school. This study aims to assess the level of medical emergency preparedness and knowledge among dental students at four dental schools. MATERIAL AND METHODS The participating dental schools were IUSD, Case Western Reserve University School of Dentistry, Marquette University School of Dentistry, and the University of Alabama School of Dentistry. Groups were designed to include 20 dental students from Years 1 to 4. Students were asked to fill out a survey and were then tested on 10 clinical medical emergency scenarios. RESULTS A total of 331 dental students participated in the study. The scores based on 10 case scenarios presented with a range of 4.35-8.02. There was no statistically significant difference in the level of preparedness when dental schools were compared. However, Year 1 and Year 2 dental students had significantly lower total scores than those of Years 3 and 4. The students in Years 1 and 2 demonstrated less confidence in their current knowledge to manage medical emergencies. Satisfaction with the training received ranged from 38% to 84%. CONCLUSION The results from this study indicate that students' preparedness to manage medical emergencies at these four dental schools is statistically similar. Additional yearly training could enhance students' preparedness in the management of medical emergencies in the dental setting.
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Affiliation(s)
| | - Maria L Geisinger
- Department of Periodontology, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Paul G Luepke
- Department of Periodontology, College of Dentistry, UTHSC, Memphis, Tennessee, USA
| | | | - Leena Palomo
- Department of Periodontology, Case Western School of Dental Medicine, Cleveland, Ohio, USA
| | - Wangsoo Lee
- Department of Periodontology, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - Steven Blanchard
- Department of Periodontology, Indiana University School of Dentistry, Indianapolis, Indiana, USA
| | - Daniel Shin
- Department of Periodontology, Indiana University School of Dentistry, Indianapolis, Indiana, USA
| | - Gerardo Maupome
- Department of Social and Behavioral Sciences, Richard M. Fairbanks School of Public Health, Indianapolis, Indiana, USA
| | - George J Eckert
- Department of Biostatistics, Indiana University School of Medicine, Indianapolis, Indiana, USA
| | - Vanchit John
- Department of Periodontology, Indiana University School of Dentistry, Indianapolis, Indiana, USA
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13
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Li Y, Ye H, Ye F, Liu Y, Lv L, Zhang P, Zhang X, Zhou Y. The Current Situation and Future Prospects of Simulators in Dental Education. J Med Internet Res 2021; 23:e23635. [PMID: 33830059 PMCID: PMC8063092 DOI: 10.2196/23635] [Citation(s) in RCA: 28] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2020] [Revised: 11/26/2020] [Accepted: 01/29/2021] [Indexed: 01/22/2023] Open
Abstract
The application of virtual reality has become increasingly extensive as this technology has developed. In dental education, virtual reality is mainly used to assist or replace traditional methods of teaching clinical skills in preclinical training for several subjects, such as endodontics, prosthodontics, periodontics, implantology, and dental surgery. The application of dental simulators in teaching can make up for the deficiency of traditional teaching methods and reduce the teaching burden, improving convenience for both teachers and students. However, because of the technology limitations of virtual reality and force feedback, dental simulators still have many hardware and software disadvantages that have prevented them from being an alternative to traditional dental simulators as a primary skill training method. In the future, when combined with big data, cloud computing, 5G, and deep learning technology, dental simulators will be able to give students individualized learning assistance, and their functions will be more diverse and suitable for preclinical training. The purpose of this review is to provide an overview of current dental simulators on related technologies, advantages and disadvantages, methods of evaluating effectiveness, and future directions for development.
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Affiliation(s)
- Yaning Li
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Hongqiang Ye
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Fan Ye
- The State Key Laboratory of Virtual Reality Technology and Systems, School of Computer Science and Engineering, Beihang University, Beijing, China
| | - Yunsong Liu
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Longwei Lv
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Ping Zhang
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Xiao Zhang
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
| | - Yongsheng Zhou
- Department of Prosthodontics, Peking University School and Hospital of Stomatology, Beijing, China
- National Clinical Research Center for Oral Diseases, Peking University School and Hospital of Stomatology, Beijing, China
- National Engineering Laboratory for Digital and Material Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- Beijing Key Laboratory of Digital Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
- NHC Key Laboratory of Digital Technology of Stomatology, Peking University School and Hospital of Stomatology, Beijing, China
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14
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Tan SHX, Ansari A, Ali NMI, Yap AU. Simulation design and students' satisfaction with home-based simulation learning in oral health therapy. J Dent Educ 2021; 85:847-855. [PMID: 33660871 DOI: 10.1002/jdd.12576] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2020] [Revised: 01/10/2021] [Accepted: 01/30/2021] [Indexed: 01/22/2023]
Abstract
OBJECTIVES The COVID-19 pandemic presents a challenging situation for dental education, with school closures worldwide. While practical sessions are important for the acquisition of clinical skills, few studies have examined the role of home-based simulation learning (HBSL). This study aims to identify key aspects of simulation design and factors associated with students' satisfaction with HBSL. METHODS During a "circuit-breaker" period in Singapore, the Nanyang Polytechnic School of Health & Social Sciences (Oral Health Therapy) distributed portable manikins and instruments to students and staff for use at home. Synchronous teaching sessions with real-time feedback were carried out over the Zoom teleconferencing platform. A cross-sectional survey of students was conducted after 3 weeks of the HBSL program. Multiple linear regression analyses were carried out to assess the association between satisfaction with domains of simulation design and overall satisfaction with HBSL. RESULTS The top three factors of importance to students in HBSL were feedback and guided reflection, support, and objectives and information. Final-year students expressed higher levels of overall satisfaction and self-confidence following HBSL than first-year students. Satisfaction with the objectives (β = 0.42, 95% CI 0.26-0.57), support (β = 0.27, 95% CI 0.11-0.42), and problem-solving (β = 0.28, 95% CI 0.10-0.46) domains in the Simulation Design Scale were positively associated with overall student satisfaction and self-confidence in learning. CONCLUSION The findings can aid educators in the design of future HBSL programs, with a focus on areas of simulation design that are of importance to students.
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Affiliation(s)
- Sharon Hui Xuan Tan
- School of Health & Social Sciences (Oral Health Therapy), Nanyang Polytechnic, Singapore.,Saw Swee Hock School of Public Health, National University of Singapore, Singapore.,Ministry of Health, Singapore
| | - Anshad Ansari
- School of Health & Social Sciences (Oral Health Therapy), Nanyang Polytechnic, Singapore
| | | | - Adrian Ujin Yap
- School of Health & Social Sciences (Oral Health Therapy), Nanyang Polytechnic, Singapore.,Department of Dentistry, Ng Teng Fong General Hospital, National University Health System, Singapore.,Faculty of Dentistry, National University of Singapore, Singapore.,Oral Health Academic Clinical Programme at Duke-NUS Medical School, Singapore.,National Dental Research Institute Singapore, National Dental Centre Singapore, SingHealth, Singapore
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15
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Zeng L, Fan S, Zhou J, Yi Q, Yang G, Hua W, Liu H, Huang H. Undergraduate nursing students' participation in pre-hospital first aid practice with ambulances in China: A qualitative study. NURSE EDUCATION TODAY 2020; 90:104459. [PMID: 32388199 DOI: 10.1016/j.nedt.2020.104459] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/11/2019] [Revised: 12/25/2019] [Accepted: 04/26/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVES The aim of this study is to understand the feelings and experiences of nursing undergraduates who participate in pre-hospital first aid and to explore the training programme of pre-hospital first aid for nursing undergraduates. The main objective is to provide a reference for the reform of pre-hospital first aid teaching in undergraduate colleges. METHODS Semi-structured interviews were conducted with 16 nursing undergraduates who had participated in pre-hospital first aid in an ambulance from a teaching hospital in Hunan, China. The interview data were transcribed, and Colaizzi's seven-step method was used for subject analysis. RESULTS The experiences of undergraduate nursing interns can be summarized into five themes: helplessness and fear of death, uncertainty of unknown events, satisfaction with self-improvement, need for professional competence, and the perception of a gap in pre-hospital emergency resources. CONCLUSIONS Nursing colleges and teaching hospitals should pay attention to death education and pre-hospital first aid training. Teachers should be able to apply situational teaching methods to pre-hospital first-aid teaching and should focus on cultivating the comprehensive abilities of nursing students. At the same time, schools and teaching hospitals should also strengthen the cultivation of professional identity during pre-hospital first aid practice to reduce the rate of nursing personnel turnover. It's very important to supplement and retain professional nurses for the pre-hospital first aid.
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Affiliation(s)
- Lihong Zeng
- Xiangya Nursing School, Central South University, Changsha, China
| | - Sisi Fan
- Xiangya Nursing School, Central South University, Changsha, China
| | - Jiandang Zhou
- The Third Xiangya Hospital, Central South University, Changsha, China
| | - Qifeng Yi
- The Third Xiangya Hospital, Central South University, Changsha, China
| | - Guoli Yang
- The Third Xiangya Hospital, Central South University, Changsha, China
| | - Wei Hua
- Xiangya Nursing School, Central South University, Changsha, China
| | - Huan Liu
- Xiangya Nursing School, Central South University, Changsha, China
| | - Hui Huang
- The Third Xiangya Hospital, Central South University, Changsha, China.
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16
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McKenzie CT, Tilashalski K, Abou-Arraj R, Peterson DT, White ML. Students' Evaluations of Simulations in Dentistry: A Multiple Cohort Study at a U.S. Dental School. J Dent Educ 2019; 83:1142-1150. [PMID: 31235505 DOI: 10.21815/jde.019.121] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2018] [Accepted: 04/18/2019] [Indexed: 12/21/2022]
Abstract
Simulation may help translate didactic learning to patient care in areas such as communication skills and medical emergency management. The aims of this study were to investigate how multiple cohorts of dental students evaluated simulations utilizing standardized patients and manikins and to explore evaluations of a simulation that combined social determinants of health with oral health education. All approximately 600 second- and fourth-year dental students at one U.S. dental school participated in simulation activities for five years (2014-18). The activities involved clinical communication skills with an urgent care patient, medical emergency management, and communication skills with a parent with low income. After the simulations, students were invited to complete an evaluation of the experience. Questionnaire items addressed perceived applicability to patient care, value of the experience, and fulfillment of objectives; and open-ended questions asked for comments specific to the parent with low income simulation. A total of 497 responses from D2 and D4 students were collected over the five-year period, as well as from all 12 periodontics residents in 2017, for an overall 91.7% response rate. The vast majority (>90.6%) positively evaluated all items for each simulation. The positive ratings ranged from a mean of 99.3% for the urgent care simulation to 93.8% for the parent with low income simulation. Positive student comments often related to learning from/with others and effective practice of teach back and patient education tactics. Students' most frequent suggestions for improvement called for better preparation. In this study, simulations with both standardized patients and manikins led to positive evaluations as well as anticipated improvement of clinical performance. These results suggest that incorporating simulation into an already-crowded curriculum is worth it from the student perspective, especially for reinforcement of clinical skills not easily amenable to classroom instruction.
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Affiliation(s)
- Carly T McKenzie
- Carly T. McKenzie, PhD, is Assistant Professor, Department of Clinical and Community Sciences, Behavioral and Population Sciences Division, School of Dentistry, The University of Alabama at Birmingham; Ken Tilashalski, DMD, is Professor, Department of Restorative Sciences and Associate Dean for Academic Affairs, School of Dentistry, The University of Alabama at Birmingham; Ramzi Abou-Arraj, DDS, MS, is Associate Professor, Department of Periodontology, School of Dentistry, The University of Alabama at Birmingham; Dawn Taylor Peterson, PhD, is Assistant Professor, Department of Medical Education, School of Medicine and Department of Health Services Administration, School of Health Professions, as well as Director of Faculty Development and Training, Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham; and Marjorie Lee White, MD, MA, MPPM, is Professor, Departments of Pediatric Emergency Medicine and Medical Education, School of Medicine and School of Health Professions, Assistant Dean for Clinical Simulation, and Director of Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham.
| | - Ken Tilashalski
- Carly T. McKenzie, PhD, is Assistant Professor, Department of Clinical and Community Sciences, Behavioral and Population Sciences Division, School of Dentistry, The University of Alabama at Birmingham; Ken Tilashalski, DMD, is Professor, Department of Restorative Sciences and Associate Dean for Academic Affairs, School of Dentistry, The University of Alabama at Birmingham; Ramzi Abou-Arraj, DDS, MS, is Associate Professor, Department of Periodontology, School of Dentistry, The University of Alabama at Birmingham; Dawn Taylor Peterson, PhD, is Assistant Professor, Department of Medical Education, School of Medicine and Department of Health Services Administration, School of Health Professions, as well as Director of Faculty Development and Training, Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham; and Marjorie Lee White, MD, MA, MPPM, is Professor, Departments of Pediatric Emergency Medicine and Medical Education, School of Medicine and School of Health Professions, Assistant Dean for Clinical Simulation, and Director of Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham
| | - Ramzi Abou-Arraj
- Carly T. McKenzie, PhD, is Assistant Professor, Department of Clinical and Community Sciences, Behavioral and Population Sciences Division, School of Dentistry, The University of Alabama at Birmingham; Ken Tilashalski, DMD, is Professor, Department of Restorative Sciences and Associate Dean for Academic Affairs, School of Dentistry, The University of Alabama at Birmingham; Ramzi Abou-Arraj, DDS, MS, is Associate Professor, Department of Periodontology, School of Dentistry, The University of Alabama at Birmingham; Dawn Taylor Peterson, PhD, is Assistant Professor, Department of Medical Education, School of Medicine and Department of Health Services Administration, School of Health Professions, as well as Director of Faculty Development and Training, Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham; and Marjorie Lee White, MD, MA, MPPM, is Professor, Departments of Pediatric Emergency Medicine and Medical Education, School of Medicine and School of Health Professions, Assistant Dean for Clinical Simulation, and Director of Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham
| | - Dawn Taylor Peterson
- Carly T. McKenzie, PhD, is Assistant Professor, Department of Clinical and Community Sciences, Behavioral and Population Sciences Division, School of Dentistry, The University of Alabama at Birmingham; Ken Tilashalski, DMD, is Professor, Department of Restorative Sciences and Associate Dean for Academic Affairs, School of Dentistry, The University of Alabama at Birmingham; Ramzi Abou-Arraj, DDS, MS, is Associate Professor, Department of Periodontology, School of Dentistry, The University of Alabama at Birmingham; Dawn Taylor Peterson, PhD, is Assistant Professor, Department of Medical Education, School of Medicine and Department of Health Services Administration, School of Health Professions, as well as Director of Faculty Development and Training, Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham; and Marjorie Lee White, MD, MA, MPPM, is Professor, Departments of Pediatric Emergency Medicine and Medical Education, School of Medicine and School of Health Professions, Assistant Dean for Clinical Simulation, and Director of Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham
| | - Marjorie Lee White
- Carly T. McKenzie, PhD, is Assistant Professor, Department of Clinical and Community Sciences, Behavioral and Population Sciences Division, School of Dentistry, The University of Alabama at Birmingham; Ken Tilashalski, DMD, is Professor, Department of Restorative Sciences and Associate Dean for Academic Affairs, School of Dentistry, The University of Alabama at Birmingham; Ramzi Abou-Arraj, DDS, MS, is Associate Professor, Department of Periodontology, School of Dentistry, The University of Alabama at Birmingham; Dawn Taylor Peterson, PhD, is Assistant Professor, Department of Medical Education, School of Medicine and Department of Health Services Administration, School of Health Professions, as well as Director of Faculty Development and Training, Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham; and Marjorie Lee White, MD, MA, MPPM, is Professor, Departments of Pediatric Emergency Medicine and Medical Education, School of Medicine and School of Health Professions, Assistant Dean for Clinical Simulation, and Director of Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham
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17
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Vaughan M, Park A, Sholapurkar A, Esterman A. Medical emergencies in dental practice - management requirements and international practitioner proficiency. A scoping review. Aust Dent J 2018; 63:455-466. [DOI: 10.1111/adj.12649] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/27/2018] [Indexed: 11/29/2022]
Affiliation(s)
- M Vaughan
- Faculty of Dentistry; College of Medicine and Dentistry; James Cook University; Smithfield Queensland Australia
| | - A Park
- Faculty of Dentistry; College of Medicine and Dentistry; James Cook University; Smithfield Queensland Australia
| | - A Sholapurkar
- Faculty of Dentistry; College of Medicine and Dentistry; James Cook University; Smithfield Queensland Australia
| | - A Esterman
- School of Nursing and Midwifery; University of South Australia; Adelaide South Australia Australia
- Australian Institute of Tropical Health and Medicine; James Cook University; Smithfield Queensland Australia
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