World Journal of Dentistry

Register      Login

VOLUME 10 , ISSUE 5 ( September-October, 2019 ) > List of Articles

ORIGINAL RESEARCH

Impact of Methods for Teaching Inferior Alveolar Nerve Block Anesthesia on Dental Students’ Efficiency

Khaled M Mohamed, Fatima M Jadu, Hala M Abdelalim, Amr M Bayoumi, Ahmed M Jan

Keywords : Anesthesia, Dental, Oral surgery

Citation Information : Mohamed KM, Jadu FM, Abdelalim HM, Bayoumi AM, Jan AM. Impact of Methods for Teaching Inferior Alveolar Nerve Block Anesthesia on Dental Students’ Efficiency. World J Dent 2019; 10 (5):374-378.

DOI: 10.5005/jp-journals-10015-1668

License: CC BY-NC 4.0

Published Online: 01-10-2019

Copyright Statement:  Copyright © 2019; Jaypee Brothers Medical Publishers (P) Ltd.


Abstract

Aim: Several methods are available for teaching local anesthesia (LA) administration to dental students. The aim of this study was to examine the effect of two teaching methods [student-to-student learning and peer-assisted learning (PAL)] on third-year dental students’ efficiency in administering inferior alveolar nerve blocks (IANBs). Materials and methods: After ethical approval, the study was conducted over three academic years (2016–2018). During the first year, the third-year dental students (control group) were taught IANB administration techniques using the student-to-student method. During the second year, a new group of third-year dental students (study group) were taught the IANB administration technique using two methods (student-to-student and PAL). All the students were assessed the following academic year (when the students became fourth-year students) by oral and maxillofacial surgery (OMFS) faculty using six evaluation items. Results: According to the six evaluation criteria, the study group that was taught IANB using the student-to-student and PAL teaching techniques performed superior to their peers in the control group. Three of the six evaluation criteria were statistically significantly different between the two groups of students: recording the dental and medical history (p = 0.018), recognizing the anatomy and the injection procedure (p = 0.004), and assessing the success of the anesthesia (p = 0.026). Conclusion: Combining the student-to-student and PAL teaching techniques for IANB administration resulted in better student efficiency than using only the student-to-student technique. Clinical significance: Peer-assisted learning is an effective teaching method that can be used to enhance the learning experience of dental students who are attempting to master IANB techniques.


PDF Share
  1. Brand HS, Baart JA, Maas NE, et al. Effect of a training model in local anesthesia teaching. J Dental Educ 2010;74(8):876–879.
  2. Moore PA, Boynes SG, Cuddy MA, et al. Educational experiences and preparedness in dental anesthesia: five-year outcome assessment and conclusions. J Dental Educ 2009;73(12):1379–1386.
  3. Felipe B, Buzetto SC, Cabral A, et al. Knowledge of dental students in relation to local anesthetics and associated complications. Int J Med Sci 2015;2(2):461–467.
  4. Jenkins DB, Spackman GK. A method for teaching the classical inferior alveolar nerve block. Clin Anat 1995;8(3):231–234. DOI: 10.1002/ca.980080310.
  5. Chandrasekaran B, Cugati N, Kumaresan R. Dental students’ perception and anxiety levels during their first local anesthetic injection. Malays J Med Sci 2014;21(6):45–51.
  6. Cugati A, Ramesh K, Srinivasan R. Impact of gender on attitude toward student-to-student local anesthesia administration. J Edu Ethics Dent 2014;4(1):32–37. DOI: 10.4103/0974-7761.143181.
  7. Kuscu OO, Kucuktepe C, Caglar E, et al. Role of ‘student-to-student local analgesia administration’ on undergraduate students’ opinions regarding ‘pain-free local analgesia technique’ in children. Eur J Dent Educ 2013;17(3):185–189. DOI: 10.1111/eje.12040.
  8. Rosenberg M, Orr DL 2nd, Starley ED, et al. Student-to-student local anesthesia injections in dental education: moral, ethical, and legal issues. J Dental Educ 2009;73(1):127–132.
  9. Glynn LG, MacFarlane A, Kelly M, et al. Helping each other to learn–a process evaluation of peer assisted learning. BMC Med Educ 2006;6:18. DOI: 10.1186/1472-6920-6-18.
  10. El Tantawi MM, Abdelaziz H, AbdelRaheem AS, et al. Using peer-assisted learning and role-playing to teach generic skills to dental students: the health care simulation model. J Dental Educ 2014;78(1):85–97.
  11. Bennett SR, Morris SR, Mirza S. Medical students teaching medical students surgical skills: the benefits of peer-assisted learning. J Surgical Educ 2018;75(6):1471–1474. DOI: 10.1016/j.jsurg.2018.03.011.
  12. Hossaini M. Teaching local anesthesia in dental schools: opinions about the student-to-student administration model. J Dental Educ 2011;75(9):1263–1269.
  13. Johnson TM, Badovinac R, Shaefer J. Teaching alternatives to the standard inferior alveolar nerve block in dental education: outcomes in clinical practice. J Dental Educ 2007;71(9):1145–1152.
  14. Friel O, Kell D, Higgins M. The evidence base for peer assisted learning in undergraduate medical education: a scoping study. Med Ed Publ 2018; 1–15. DOI: 10.15694/mep.2018.0000044.1.
  15. Silbert BI, Lake FR. Peer-assisted learning in teaching clinical examination to junior medical students. Med Teach 2012;34(5):392–397. DOI: 10.3109/0142159X.2012.668240.
  16. Topping K. The effectiveness of peer tutoring in further and higher education: a typology and review of the literature. High Educ 1996;32(3):321–345. DOI: 10.1007/BF00138870.
  17. Bugaj TJ, Blohm M, Schmid C, et al. Peer-assisted learning (PAL): skills lab tutors’ experiences and motivation. BMC Med Educ 2019;19:353. DOI: 10.1186/s12909-019-1760-2.
  18. Blohm M, Lauter J, Branchereau S, et al. “Peer-assisted learning” (PAL) in the skills-lab–an inventory at the medical faculties of the federal republic of germany. GMS Z Med Ausbild 2015;32(1):1–18. Doc10.
  19. Tolsgaard MG, Gustafsson A, Rasmussen MB, et al. Student teachers can be as good as associate professors in teaching clinical skills. Med Teach 2007;29(6):553–557. DOI: 10.1080/01421590701682550.
  20. Bugaj TJ, Mucksch C, Schmid C, et al. Peer-led stress prevention seminars in the first year of medical school–a project report. GMS J Med Educ 2016;33(1):1–14. Doc3.
PDF Share
PDF Share

© Jaypee Brothers Medical Publishers (P) LTD.