Introduction: This study evaluated the influence of 3-repetition training with a dental anesthesia simulation model (DASM) on the perception of learning by dental students. Materials and methods: Dental students who had never used a dental anesthesia technique were randomly divided into 2 groups that were taught the anterior superior alveolar nerve infiltrative anesthesia technique. Group 1 (G1, N=10) followed a 3-stage learning method: 1st) theoretical lecture, 2nd) clinical demonstration, and 3rd) DASM training, including 3 repetitions of the anesthesia technique. Group 2 (G2, N=10) followed only the 1st and 2nd stages. The students in both groups then performed the anesthesia technique. The perception of the students was evaluated by 4 learning concepts. Each was evaluated with a 5-point Likert Scale questionnaire. The average score of each item of the questionnaire for G1 was compared with that of G2. Statistically significant differences were identified with the Mann-Whitney test. The average working time of each group was timed and compared by Student’s t-test to identify possible statistically significant differences. Results: Students in G1 showed higher average scores of perception in controlling the handling of the dental syringe and confidence in performing the injection (p<0.05), and showed an average working time shorter than that of the students in G2 (p<0.05). Conclusion: The DASM positively influenced the perception learning of the dental students; it increased their confidence and syringe handling ability, as well as skills to perform the injection of anesthesia more quickly.
López-Cabrera, C.; Hernández-Rivas, E. J.; Komabayashi, Takashi; Galindo-Reyes, E. L.; Tallabs-López, D.; and Cerda-Cristerna, Bernardino Isaac, "Positive Influence Of A Dental Anaesthesia Simulation Model On The Perception Of Learning By Mexican Dental Students" (2016). Dental Medicine Faculty Publications. 7.