Abstract
The goal was to propose a new simulation model as a training tool in complete denture (CD) flange adjustment and to evaluate if the model can improve student competencies in different learning domains.
Fourth-year undergraduate dental students (n = 100) were equally divided into control and test groups. Both groups received didactic instructions for CD post-insertion procedures, but the test group had additional simulation training using modified working casts. Both groups then performed CD flange adjustment on real patients, and their skills were evaluated using a specific checklist. The data were assessed by independent samples t-test and a chi-square test at α = 0.05.
The students in the test group showed significantly better overall performance (57.94%) compared with the control group (30.14%) in clinical post-insertion CD flange adjustment procedures (p < 0.001). However, the psychomotor skills of the male students in the test group were not significantly influenced (p = 0.268). Considering the competencies for different tasks, more students that were competent were present in the test group compared to those in the control group regarding most of the knowledge (p ≤ 0.012) and all of the cognitive skill tasks (p ≤ 0.021). More students were competent for half of the psychomotor skill tasks (p ≤ 0.027). However, when considering gender, the number of competent male students was significantly greater in the test group only for one of the psychomotor tasks.
The simulation model significantly improved the overall clinical skills of the students, allowing them to learn the common CD post-insertion maintenance procedures before performing the procedure clinically.