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necessitate removal of substantial amounts of dentine in a patient who has attrition. There would be an
increased likelihood of a root fracture in a patient with a parafunctional habit.
TEXT 6
Use of simulation technology in dental education
Abstract: Simulation is becoming very beneficial in the area of health care education. Dentistry
has used various types of simulation in preclinical education for some time. This article discusses the
impact of the current simulation laboratories on dental education and reviews advanced technology
simulation that has recently become available or is in the developmental stage. The abilities of
advanced technology simulation, its advantages and disadvantages, and its potential to affect dental
education are addressed.
Simulation, coupled with technology, is most identified with the field of aviation but in recent
years, simulation using advanced technology has become prominent in the health care field. Webster’s
Dictionary defines a simulator as a training device that duplicates artificially the condition likely to be
encountered in some operation. Simulators are most valued when the operation being duplicated is
irreversible and hence training is better done in simulation than in real life. Simulators are currently
used in the health care field for training responses to cardiovascular emergencies, laparoscopic
surgery, emergency room, and operating room emergencies. The role of simulators has been
recognized as an important aspect of training in the health field that supports and improves patient
safety.
Dentistry has also been investigating the extended use of simulation for its training, especially in
the area of preclinical training. Factors that appear to be driving the interest are a desire to provide a
smoother transition for students into the clinic, to support and reinforce ergonomics, to broaden the
student’s preclinical experience by including additional models mimicking real patient conditions, to
offer practice for students in the documentation of care, and to improve the delivery of supporting
material such as demonstrations, diagrams, manuals, etc. Although simple versions of simulators have
been in use in dentistry for many years, what are most commonly referred to now as “simulation
laboratories” incorporate more sophisticated technology and realistic equipment. Although simulation
laboratories vary, most consist of a simulated patient or manikin and computer-supported audiovisual
systems to aid in the transfer of information from the instructors, manual, or reference material. The
simulation equipment is available in a variety of modular, bench, or chair configuration and can be
used in operative, prosthodontic, endodontic, pedodontic, and surgical education, depending on the
unit and the type of dentoform used. These simulation laboratories are a vast improvement over older
epuipment, but the basic education structure is the same. Students are shown models, didactic
necessitate removal of substantial amounts of dentine in a patient who has attrition. There would be an
increased likelihood of a root fracture in a patient with a parafunctional habit.
TEXT 6
Use of simulation technology in dental education
Abstract: Simulation is becoming very beneficial in the area of health care education. Dentistry
has used various types of simulation in preclinical education for some time. This article discusses the
impact of the current simulation laboratories on dental education and reviews advanced technology
simulation that has recently become available or is in the developmental stage. The abilities of
advanced technology simulation, its advantages and disadvantages, and its potential to affect dental
education are addressed.
Simulation, coupled with technology, is most identified with the field of aviation but in recent
years, simulation using advanced technology has become prominent in the health care field. Websters
Dictionary defines a simulator as a training device that duplicates artificially the condition likely to be
encountered in some operation. Simulators are most valued when the operation being duplicated is
irreversible and hence training is better done in simulation than in real life. Simulators are currently
used in the health care field for training responses to cardiovascular emergencies, laparoscopic
surgery, emergency room, and operating room emergencies. The role of simulators has been
recognized as an important aspect of training in the health field that supports and improves patient
safety.
Dentistry has also been investigating the extended use of simulation for its training, especially in
the area of preclinical training. Factors that appear to be driving the interest are a desire to provide a
smoother transition for students into the clinic, to support and reinforce ergonomics, to broaden the
students preclinical experience by including additional models mimicking real patient conditions, to
offer practice for students in the documentation of care, and to improve the delivery of supporting
material such as demonstrations, diagrams, manuals, etc. Although simple versions of simulators have
been in use in dentistry for many years, what are most commonly referred to now as simulation
laboratories incorporate more sophisticated technology and realistic equipment. Although simulation
laboratories vary, most consist of a simulated patient or manikin and computer-supported audiovisual
systems to aid in the transfer of information from the instructors, manual, or reference material. The
simulation equipment is available in a variety of modular, bench, or chair configuration and can be
used in operative, prosthodontic, endodontic, pedodontic, and surgical education, depending on the
unit and the type of dentoform used. These simulation laboratories are a vast improvement over older
epuipment, but the basic education structure is the same. Students are shown models, didactic
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