Inserción de un paciente estandarizado como estrategia didáctica en Odontología

Abstract

(70%) AbstrAct Clinical courses in Dentistry present the highest failure rate of the career, having an impact on the graduation rates and student retention. Students suffer high levels of stress, depression and anxiety when confronted for the first time with real patients, without having had a prior relational training. The standardized, high-fidelity didactic patient strategy was inserted for the first time in the curriculum to strengthen the competencies necessary for the treatment of patients with painful pulpoperiapical pathologies, working on the three fundamental aspects that define a competence. This intervention was aimed at 120 third-year students of the Semiology course of the preclinical cycle. The work fulfilled the following stages: the briefing, the scenario, the debriefing and the evaluation of the perception of the scenario by the student and the direct observation of the performance by the expert teacher. The survey made to the students after the experience reported a high valuation in the aspect like the development of communication skills (98%) and preparation for performance with real patients (95%), while the teacher observation pattern showed positive results as the adequate diagnostic capacity (90%), systematization of the information of the clinical record (70%) and a low performance in empathy with the patient (40%).