Assessment of quality improvement of simulation‐based learning using an evidence‐based framework in dental education

Abstract

AbstractIntroductionSimulation‐based education is of paramount importance in a dental pre‐clinical setting. Hence, continuous quality improvement is crucial to optimize students' knowledge and clinical skills. This study aimed to evaluate the impact of evidence‐based simulation learning (EBSL) compared with traditional‐based simulation learning (TBSL) using Plan‐Do‐Study‐Act (PDSA) model.Materials and MethodsThis quality improvement project was undertaken at a private university. Guided by the PDSA model, rubber dam application tasks were conducted in the simulation lab in 2 phases. Phase 1 included TBSL and phase 2 included EBSL comprising of 2 PDSA cycles. ‘Plan’ stage involved obtaining feedback from students and the concerned staff. ‘Do’ stage included implementation of EBSL in eight steps adopted from Higgins's framework. ‘Study’ stage evaluated the outcomes and in ‘Act’ stage amendments were made to the first EBSL cycle. In the second PDSA cycle re‐implementation and evaluation of the rubber dam application exercises were carried out. Descriptive data were presented as percentages and mean scores were compared using paired t‐test.ResultsThirty‐seven year 2 students participated in this study. A significant improvement in the mean scores was observed between TBSL and EBSL (3.02 + 0.16 and 3.91 + 0.27, respectively, p < .001) using PDSA model with the highest mean score for rubber dam application in the second PDSA cycle for EBSL (4.00 + 0.01). Ninety‐five per cent of the students provided positive feedback pertaining to EBSL.ConclusionEBSL was effective in achieving high student satisfaction, desired knowledge, and skills required during simulation‐based exercises. The PDSA cycle can be considered to optimize pre‐clinical skills learning.