Dental Students' Perceptions of a Self-Directed Simulation-Based Learning Methodology (MAES©): A Pilot Study

Background/Objectives: Simulation-based education is increasingly used in health sciences to promote active learning and the development of clinical and non-technical skills. However, its implementation in undergraduate dental education remains limited. This study aimed to explore dental students' perceptions of the Self-Learning Methodology in Simulated Environments (MAES©) applied to high-fidelity simulation. Methods: A mixed-methods, cross-sectional pilot study was conducted with 80 fourth-year dental students enrolled in a Pediatric Dentistry course at a Spanish university. Quantitative data were collected using a validated satisfaction questionnaire (Cronbach's alpha = 0.905), and descriptive statistics were performed. Qualitative data were obtained through open-ended questions and analyzed using inductive content analysis. Results: Students reported high levels of satisfaction, motivation, and perceived learning, with mean scores above 8.5 out of 10 across all evaluated dimensions. The facilitator's role received the highest ratings. Qualitative analysis identified four main themes: perceived advantages of the methodology, increased engagement and participation, the value of structured debriefing, and areas for improvement related to group dynamics and performance-related stress. Conclusions: The MAES© methodology was well received and perceived as a feasible approach in dental simulation-based education. It may support student-centered learning, collaboration, and reflective practice, providing practical guidance for educators interested in implementing active learning strategies. As an exploratory pilot study conducted in a single institution, these findings should be interpreted cautiously and warrant further research.