Do we feel the same emotions in simulation as with a real patient ? A pilot study among dental students

Introduction: Simulation is an educational tool for dental students to develop their technical and non-technical skills. To optimize learning in simulation, students must be immersed in a high-fidelity environment and emotionally engaged, as is the case in clinical practice. The primary objective of this study was to assess emotions during simulation training and clinical practice. A commonly practiced procedure, dental extraction, was used as a guideline for this work. Materials and methodology: A self-administered questionnaire related to the emotions felt was completed by the dental students immediately after each dental extraction performed in clinic or simulation. The clinical case was a pediatric patient. Results: The emotions experienced in simulation were similar to those felt by a student during clinical practice. Students enjoyed caring for their patients but lost their composure more easily with difficult children. Students reported being more stressed and having difficulty communicating with younger patients. They acknowledged that their emotions could sometimes influence their care of the patient. Discussion: Emotions can influence clinical decision making. On the other hand, the role of emotions in learning must be considered by teachers so as not to discourage students. Teachers must balance exposure to emotionally charged situations with a method that is conducive to learning. Conclusion: Simulation helps train students in clinical practice and can include the same range of emotions.