Summative Evaluation of Simulations to Teach Genetics in Dental Education

Genetics plays an increasingly important role in dental care. The Web-based project Genetics Education in Dentistry requires small groups of students to collaboratively investigate genetic issues and apply the findings to a simulated patient. Previous research has proven that patient simulations guarantee properly sequenced patient experiences in less time than real patients.

OBJECTIVES: This evaluation measured the effectiveness of the patient simulations in (1) teaching genetics knowledge and critical thinking skills as they relate to dental care; and (2) changing students' perceptions of their knowledge, experiences and confidence to care for patients with genetic conditions.

METHODS: First year dental students (N=109) were divided into 14 groups of 8-9 students. Five tasks were completed: (1) pre-test; (2) 6 weeks of classroom genetics instruction; (3) 3 simulations of patients with genetic conditions; (4) an immediate post-test; and (5) a two-month deferred post-test. All 3 parallel-forms tests (KR=.83) contained: (a) 10 multiple-choice questions regarding genetics information, and patient diagnosis; and (b) 23 questions measuring students' perceptions of their confidence, knowledge and skill in caring for patients with genetic conditions.

RESULTS: Two ANOVAs measured the changes in students' genetics knowledge and perceptions across the three tests. Students' knowledge and their perception of their knowledge increased significantly (p < 0.05) between the pre-test and post-test #1, and decreased insignificantly between the two post-tests. Students' perceptions of their experiences providing oral health care for patients with genetic conditions increased significantly (p < 0.001) between the pre-test and post-test, and equally significantly (p < 0.001) between the two post-tests. There was no significant difference in the students' confidence of being able to care for patients with genetic conditions. CONCLUSIONS: The knowledge results are not unexpected. Interestingly, students' perceptions of their experience in caring for dental patients with genetics conditions rose significantly between each test suggesting that students perceive classroom experiences and interactive simulations to increase their patient experiences.

This project was funded by NIH/NIDCR grant # R25-DE-15350.