Auditory Stimuli and Performance Outcomes in Simulation-Based Dental Education: A Randomised Repeated-Measures Study

Area of Science:

• Dental Education
• Endodontics
• Psychology

Background:

• Preclinical endodontic training is crucial for developing dental students' skills.
• Anxiety and performance variability can impact learning outcomes in simulation-based settings.
• The role of auditory stimuli in modulating performance and anxiety in dental education is not fully understood.

Purpose of the Study:

• To evaluate the impact of auditory stimuli on performance scores and anxiety levels.
• To compare the effects of classical music, individually selected music, and silence during endodontic procedures.
• To assess the feasibility of auditory interventions in enhancing preclinical dental training.

Main Methods:

• A single-blinded, randomised repeated-measures study involving 105 third-year dental students.
• Participants were assigned to groups listening to Mozart, individually selected music, or no music.
• Anxiety (STAI-S), performance scores, and procedure times were recorded during simulated root canal treatments.

Main Results:

• Individually selected music significantly reduced anxiety (p=0.006) and improved performance (p<0.001).
• Mozart's music significantly decreased anxiety (p<0.001) but did not affect performance.
• No significant changes in anxiety or performance were observed in the no-music group.

Conclusions:

• Individually selected music is an effective auditory intervention for reducing anxiety and enhancing performance in preclinical endodontic training.
• Personalized auditory strategies can be integrated into simulation-based dental education to improve student outcomes.
• Auditory stimuli offer a promising, non-invasive method to optimize the learning environment in dental simulation.