This simulation has not been used with dental students yet, but is scheduled for the winter of 2009. Simulations like it have been used in a variety of settings at the University of Michigan with first year dental and dental hygiene students as well as pedodontic residents. It has also been used with dental students at the University of Detroit Mercy and residents at the University of Washington. We saw the students working through the case in many different ways. Some would work together looking at one computer with one person typing notes. Others would work on individual computers and some divided the assignment into sections so that they could work on it in an asynchronous way. Many students commented on liking the group work and the "real world" situation. Seeing the patient interview brought things to life for the students imagining that this was one of their patients and for many this was their favorite part. They also commented that it helped bring information from multiple courses together and put it into action.
Each student must create a login and password to get access to the simulation. They must also choose a group or to work as an individual. Clear instructions are very important. Sample assignments and training materials that contain detailed instructions are available. Training should align closely to when assignment is given to reduce the amount of time the students have to forget how to use the program. If the students are working in groups, instructors should track the students through the instructor's tool kit to make sure they get logged into the correct groups.
- To be able to work in groups or individually to analyze and record significant findings from assessment information provided in the simulation.
- To be to identify clinical problems pertaining to the patient.
- To be able to interpret a pedigree chart and determine its significance.
- To be able to demonstrate evidence-based decision making by searching the literature to refine their differential diagnosis.
- To be able to cite literature sources.
- To be able to create treatment objectives and write a case report.
None to report.
None to report.
Johnson L, Hart T, Shuler C, Herrick E, Clancy M. Practical Strategies for Genetics Education in Dentistry [ADEA/IADR Joint Symposium]. J Dent Research. 2005;84(Special Issue A):9.
Zimmerman J, Walmsley D, Peet M, Johnson L. Purposeful Application of Technology and New Media for Net Gen Learners. Symposium presented at: Annual Session of the American Dental Education Association; March 31, 2008; Dallas, TX.
The Future of Podcasting. Invited presentation at: Annual Session of the American Dental Education Association Technology Exposition; March 19, 2007; New Orleans, LA.
Applying Evidence-based Methods to Dental Patients with Genetic Conditions. Workshop presented at: Annual Session of the International Association of Dental Research Technology Support for Teaching Clinical Decision-Making.
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