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Bridging the gap to clinical practice: a concept for virtual patients in preclinical education in prosthetic dentistry.

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Titel: Bridging the gap to clinical practice: a concept for virtual patients in preclinical education in prosthetic dentistry.
Autoren: Schulz MS; Praxis Dr. Schlendermann, Lüneburg, Germany.; Department of Prosthetic Dentistry, Center for Dental and Oral Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany., Pantelmann R; Department of Prosthetic Dentistry, Center for Dental and Oral Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany., Hillebrecht AL; Department of Prosthetic Dentistry, Center for Dental and Oral Medicine, University of Freiburg, Freiburg, Germany., Reissmann DR; Department of Prosthetic Dentistry, Center for Dental and Oral Medicine, University Medical Center Hamburg-Eppendorf, Hamburg, Germany. daniel.reissmann@medizin.uni-leipzig.de.; Department of Prosthodontics and Materials Science, University of Leipzig, Liebigstr. 12, Leipzig, 04103, Germany. daniel.reissmann@medizin.uni-leipzig.de.
Quelle: BMC medical education [BMC Med Educ] 2025 Oct 16; Vol. 25 (1), pp. 1429. Date of Electronic Publication: 2025 Oct 16.
Publikationsart: Journal Article
Sprache: English
Info zur Zeitschrift: Publisher: BioMed Central Country of Publication: England NLM ID: 101088679 Publication Model: Electronic Cited Medium: Internet ISSN: 1472-6920 (Electronic) Linking ISSN: 14726920 NLM ISO Abbreviation: BMC Med Educ Subsets: MEDLINE
Imprint Name(s): Original Publication: London : BioMed Central, [2001-
MeSH-Schlagworte: Education, Dental*/methods , Prosthodontics*/education , Computer-Assisted Instruction*/methods, Humans ; Curriculum ; Germany ; Students, Dental/psychology ; Clinical Competence ; Educational Measurement
Abstract: Competing Interests: Declarations. Ethics approval and consent to participate: The study was carried out in accordance with the Declaration of Helsinki. The study protocol was approved by the Dean of the University Medical Center Hamburg-Eppendorf, Hamburg, Germany since the research protocol was not deemed to be clinical, biomedical or epidemiological research. All participants voluntarily participated in the study, and informed consent was obtained. All participants agreed to comply with the confidentiality policy. There was no disadvantage to those who chose not to participate. Participants were able to opt-out of the study without experiencing disadvantages. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests.
Background: As the transition to clinical practice is accompanied by challenges, the aim of this study was to develop and evaluate a concept for the integration of virtual patients in the dental curriculum at a dental school in Germany.
Methods: The defined learning goals were converted into corresponding modules, which consist of three main components: Case information, additional information and learning tasks. The modules served as a guideline for converting the existing case documentation into a coherent case and were supplemented with additional information. Learning tasks were integrated under the aspect of case-based learning. At baseline, 48 students participated (response rate: 90%) while the follow-up was completed by 36 students (response rate: 68%), of whom 24 stated to have used the e-learning tool.
Results: Statistically significant improvements in perceived competence for users were found in almost every item, and the overall agreement increased from 8.3% to 75%. For participants who did not use the e-learning tool, the overall agreement only increased to 33.3% with only few statistically significant improvements. In the evaluation of the e-learning tool, an overall agreement of 75% was documented regarding functionality and satisfaction. The scope reached an overall agreement of 87.5%.
Conclusion: The results show a high level of student's satisfaction and improvements in terms of perceived competence, achieved by the concept-based integration of virtual patients. It can therefore be seen as a promising incorporation into the existing curriculum.
(© 2025. The Author(s).)
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Contributed Indexing: Keywords: Dental education; Digitization; Distance learning; E-learning; Virtual patients
Entry Date(s): Date Created: 20251015 Date Completed: 20251016 Latest Revision: 20251018
Update Code: 20251018
PubMed Central ID: PMC12529795
DOI: 10.1186/s12909-025-08097-4
PMID: 41094494
Datenbank: MEDLINE
Beschreibung
Abstract:Competing Interests: Declarations. Ethics approval and consent to participate: The study was carried out in accordance with the Declaration of Helsinki. The study protocol was approved by the Dean of the University Medical Center Hamburg-Eppendorf, Hamburg, Germany since the research protocol was not deemed to be clinical, biomedical or epidemiological research. All participants voluntarily participated in the study, and informed consent was obtained. All participants agreed to comply with the confidentiality policy. There was no disadvantage to those who chose not to participate. Participants were able to opt-out of the study without experiencing disadvantages. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests.<br />Background: As the transition to clinical practice is accompanied by challenges, the aim of this study was to develop and evaluate a concept for the integration of virtual patients in the dental curriculum at a dental school in Germany.<br />Methods: The defined learning goals were converted into corresponding modules, which consist of three main components: Case information, additional information and learning tasks. The modules served as a guideline for converting the existing case documentation into a coherent case and were supplemented with additional information. Learning tasks were integrated under the aspect of case-based learning. At baseline, 48 students participated (response rate: 90%) while the follow-up was completed by 36 students (response rate: 68%), of whom 24 stated to have used the e-learning tool.<br />Results: Statistically significant improvements in perceived competence for users were found in almost every item, and the overall agreement increased from 8.3% to 75%. For participants who did not use the e-learning tool, the overall agreement only increased to 33.3% with only few statistically significant improvements. In the evaluation of the e-learning tool, an overall agreement of 75% was documented regarding functionality and satisfaction. The scope reached an overall agreement of 87.5%.<br />Conclusion: The results show a high level of student's satisfaction and improvements in terms of perceived competence, achieved by the concept-based integration of virtual patients. It can therefore be seen as a promising incorporation into the existing curriculum.<br /> (© 2025. The Author(s).)
ISSN:1472-6920
DOI:10.1186/s12909-025-08097-4