Advancing Medical Assessment Skills in Dental Education: Technology-Enhanced Active Learning With Peer Role-Play Versus Real Patient Practice.

Abstract

Purpose/objectives: The aim of the study was to assess the improving effect of technology-assisted peer role-play on dental students' theoretical knowledge and practical skills in medical history taking, vital sign monitoring, and patient-specific local anesthetic (LA) dose calculation within the scope of medical assessment.

Methods: The study involved 93 fourth-year dental students who received 22 h of theoretical and practical training on medical assessment. During training, digital monitoring simulations were conducted using ResusMonitor. In the peer role-play group (Group RP, n = 46) students alternated the roles of patient and dentist and in the real patient practice group (Group PP, n = 47) students practiced on real patients. Students' theoretical knowledge and practical skills were evaluated before and after the training using questionnaires and simulated patient assessments.

Results: Prior to training, groups had similar knowledge and skills. After training, both groups showed significant improvement (p < 0.001). Peer role-playing notably enhanced theoretical knowledge and practical skills in medical history taking and monitoring (p < 0.05). After the study, the theoretical knowledge quality of the students about basic and detailed medical history taking improved. Monitoring competence rose from below 30% to 93.5% in Group RP and 89.4% in Group PP post-training. All students became competent in calculating patient-specific LA dose after training, whereas they were previously inadequate.

Conclusion: Peer role-play with ResusMonitor was more effective than real patient practice for improving theoretical knowledge and practical skills in medical assessment. Technology-enhanced peer role-play was recommended as an economical and accessible method for improving medical assessment training in dental education.