Effects of an interactive simulation material for clinical dentistry on knowledge acquisition and memory retention in dental residents.

With the development of technology, the knowledge and skills needed to become a dentist are increasing. Computer-assisted simulation learning materials have been utilized for dental education because of their high efficiency and efficacy. However, it is not well understood which material design is strongly associated with an education effect.

Effects of an interactive simulation material for clinical dentistry on knowledge acquisition.

The aim of this study was to examine the effectiveness of interactive simulation materials with decision making in knowledge acquisition and anxiety reduction. Dental students in their fourth year at Tokyo Medical and Dental University were randomly divided into Groups I and D. Participants read a scenario, learned with interactive-type (Group I) or display-type (Group D) learning materials about pulpectomy, and took the State-Trait Anxiety Inventory-JYZ, a quiz for measuring learning effects, and a questionnaire for evaluation of the material.

Evaluation of simulation learning materials use to fill the gap in Japanese dental English education.

Even though English is most frequently the common language when the patient's native language differs from that of a dentist, the opportunities for Japanese undergraduate dental students to learn dental English are now quite limited. The purposes of our study were to investigate: the effectiveness and feasibility of the computer-assisted simulation materials as one solution strategy for dental English education in Japan, and the needs and demands for dental English from the learners' side. Interactive simulation materials for medical interviews in English and clinical cases which were translated to English, were delivered via Learning Management System (LMS) to nineteen trainee residents of dentistry (residents).