La simulación como puente: facilitadores y barreras en la transición preclínica a clínica en la educación odontológica. Una revisión sistemática
Thesis
The transition from preclinical to clinical training is a challenge for dental students, often marked by anxiety and a lack of confidence in applying theoretical knowledge and practical skills. It is not entirely clear how simulation aids students in this transition. Aim: To identify barriers and facilitators in simulation-based learning during the transition from preclinical education to real clinical practice in dentistry. Methods: A systematic literature review was conducted using databases such as PUBMED, LILACS, COCHRANE LIBRARY, REDALYC, SCIELO, and BVS until July 2023, applying Boolean connectors. Studies involving dental students who participated in simulations of various complexities and virtual reality were included, excluding expert opinions, animal experiments, in vitro studies, and non-clinical studies. Quality and risk of bias were assessed using tools from the Cochrane and Joanna Briggs Institute. Results: From 6016 records, 38 articles were selected, covering 2943 students. Cohort studies and randomized clinical trials predominated, focusing on the efficacy of simulations of different fidelities. Cohort studies were methodologically solid, though with limitations in follow-up and confounding factors. Clinical trials showed variability in bias risk. The use of simulators to teach essential competencies was highlighted, facing barriers such as cognitive and manual limitations of the students and technical restrictions. As facilitators, simulations improved theoretical understanding, practical skills, and confidence. Conclusions: Simulation-based learning is essential in dental education, aiding the transition to clinical practice despite certain barriers. Its proper implementation and continuous improvement could significantly enhance student preparation for clinical practice.
