Scaffolding competence-based learning design in the dental simulation curriculum.

Area of Science:

• Dental Education
• Simulation-Based Learning
• Restorative Dentistry

Background:

• Clinical dentistry presents complex learning scenarios for students.
• Simulation curricula can simplify learning through progressive complexity and competence assessments.
• Scaffolding competence is key for designing effective simulation-based dental education.

Purpose of the Study:

• To describe the scaffolding of competence in designing learning activities for simulation-based dental education.
• To explore the use of haptics and phantom head simulators in restorative dentistry training.
• To integrate competence assessments within a progressive simulation curriculum.

Main Methods:

• A collaborative workshop involving researchers, technologists, and educators informed the curriculum design.
• Iterative analysis and development focused on scaffolding learning design and competence assessment.
• Simulation-based learning technologies were utilized for cavity preparation training.

Main Results:

• A competence assessment framework was developed for interproximal caries preparation using simulation.
• Learning activities and outcomes were structured from simple to complex, with feedback.
• The design facilitated assessment of competence in simulated clinical practice.

Conclusions:

• Simulation curricula can be effectively designed by scaffolding competence levels using haptics and phantom heads.
• This approach supports meeting competence criteria for specific simulation technologies.
• Optimizing simulation-based learning is crucial for providing patient-centered care.