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Updated: May 28, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Dental Students' Perceptions of a Self-Directed Simulation-Based Learning Methodology (MAES©): A Pilot Study.

Sonia Guzmán1, Alfonso García2, María Ángeles Velló-Ribes3

  • 1Paediatric Dentistry, Department of Stomatology, Faculty of Medicine and Dentistry, University of Murcia, 30007 Murcia, Spain.

Dentistry Journal
|May 26, 2026
PubMed
Summary

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Dental students highly value the Self-Learning Methodology in Simulated Environments (MAES©) for active learning in simulation-based education. This approach enhances engagement, satisfaction, and perceived learning, offering a feasible strategy for dental training.

Area of Science:

  • Dental Education
  • Simulation-Based Learning
  • Health Professions Education

Background:

  • Simulation-based education is vital for active learning and skill development in health sciences.
  • Implementation in undergraduate dental education is currently limited.
  • This study evaluates a specific simulation methodology in dentistry.

Purpose of the Study:

  • To explore dental students' perceptions of the Self-Learning Methodology in Simulated Environments (MAES©).
  • To assess the feasibility of MAES© in high-fidelity simulation for undergraduate dental students.
  • To identify student feedback for improving simulation-based learning strategies.

Main Methods:

  • A mixed-methods, cross-sectional pilot study involving 80 fourth-year dental students.
Keywords:
MAES© methodologydental educationpilot studyquestionnairesself-directed learningsimulation-based learningstudent satisfactionstudents’ perceptions

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  • Quantitative data collected via a validated satisfaction questionnaire (Cronbach's alpha = 0.905).
  • Qualitative data gathered through open-ended questions and analyzed using inductive content analysis.

    • Main Results:

    • Students reported high satisfaction, motivation, and perceived learning (mean scores >8.5/10).
    • The facilitator's role received the highest ratings.
    • Key themes included perceived advantages, increased engagement, value of debriefing, and areas for improvement.

    Conclusions:

    • The MAES© methodology is well-received and feasible for dental simulation-based education.
    • It potentially supports student-centered learning, collaboration, and reflective practice.
    • Findings provide guidance for educators but require cautious interpretation due to pilot nature.