Human Patient Simulation for Teaching Medical Emergencies in the Dental Office
|8259||February 17, 2011||1|
We have prepared this information to help guide you in the process of incorporating Human Patient Simulation (HPS) into your dental/dental hygiene curricula. This guide focuses on the use of HPS in assessing students ability to manage a medical emergency. We conduct medical emergency scenarios as part of the curriculum in our dental hygiene program. The purpose of this presentation is to provide information for other faculty based on our experiences. You may use any of the templates provided in the Faculty Guide as long as appropriate credit is given. Feel free to contact either one of us with specific questions.
Bilich L, Bray B. Human Patient Simulation for Teaching Medical Emergencies in the Dental Office. MedEdPORTAL Publications; 2011. Available from: https://www.mededportal.org/publication/8259 http://dx.doi.org/10.15766/mep_2374-8265.8259
- To describe the benefits of utilizing human patient simulation (HPS) scenarios for medical emergencies encountered in the dental office.
- To explain how to integrate HPS into dental and/or allied dental curricula.
- To utilize template(s) provided to design appropriate dental human patient simulation scenario including de-briefing/ grading key.
- Critical Thinking, Graduate Medical Education, Intro to Clinical Dentistry
Intro to Clinical Dentistry
- Critical Thinking
Interpersonal & Communication Skills
Knowledge for Practice
Evaluation of Clinical Performance
- Clinical Skills/Doctoring
Professional & Faculty Development
- Dental Student
Professional School Post-Graduate Training
Authors & Co-Authors
Lisa Bilich, RDH, MS
Eastern Washington University
Brenda Bray, BPharm, MPH
Washington State University College of Pharmacy
Effectiveness and Significance
Results included positive feedback from two cohorts of dental hygiene students who have completed the medical emergencies in the dental office simulation as a required part of their curriculum. Students report improved confidence and knowledge of medical emergencies.
Special Implementation Guidelines or Requirements
Must have access to the technology (i.e. high fidelity manikin).
- Our scenario was conducted with students in their 6th quarter (2nd year) in a three-year program. Students enter the program CPR certified. We felt this was appropriate placement in the curriculum because it follows initial didactic content related to emergencies during their first year. This provided an opportunity to verify competency in this area.
- Resources needed are one simulation technician to run the manikin and three faculty who observed and debriefed assigned groups.
- It is imperative to know and include in the scenario the clinic policy and procedure for medical emergencies as well as the contents and location of the emergency kit, oxygen source and AED in your clinic. In addition to student learning, this scenario provides a mechanism through which the clinic emergency procedures can be evaluated.
- Well organized orientation to learning with simulation and high fidelity manikin is essential prior to running an actual scenario. This reduces student anxiety and the “unknowns” of learning with a simulator.
- Disadvantages that might possibly occur are the high cost of the simulator and are resource intensive for faculty time and effort.
- Possible advantage seen is the ability to practice low occurrence, high risk medical situations. Based on survey data students report improved confidence and enhanced knowledge from learning with simulation.
This information is made available under the Creative Commons license.
Publications, Presentations, and/or Citations for this Publication
- Material originally presented at the ADEA Annual Session, Washington DC, March 1st, 2010.