Strive-The Student View
July, 2009 edition  

Modeling and Simulation: An Innovative Teaching-Learning Strategy

By Leslie Ann Wilkerson Mallory, BS, RDH, MS(c)

Many new technological advances are available to support education; one such innovation that should be augmented in academic dental hygiene is modeling and simulation. By utilizing modeling and simulation, real problems may be solved and learning increased in a cost-effective manner. Currently, other health sciences such as dentistry, medicine, nursing and physical therapy, as well as the military, utilize modeling and simulation, particularly when the competency desired has high risks but is performed infrequently.

Modeling applies mathematical models that ask questions relevant to a particular problem or situation. Simulating the actual problem or situation enables the user to put the model in motion. Applying modeling and simulation enables the user to “pretend” in a low-risk learning environment. The user can ask ‘what if’ questions, make decisions and act within the model without the penalty of causing real-life problems. Facilitating critical decision making, this teaching-learning strategy allows the user to consider different scenarios (variables) without causing harm or costing money. In this manner, the consequences of poor clinical decision making can be experienced but without real consequences. The technology enables one to generate a range of alternatives, propose what can happen and then apply it in a virtual world to observe and critique. Once alternatives are manipulated in a model, then the very best approach can be used in the real world.

In the college/university setting, students may learn to practice a variety of care scenarios before treating real patients. Students could have access to the models and simulations, enabling them to practice problem solving and critical thinking at convenient study times. Given the excellent training potential of simulations, this approach also offers the benefit of accelerated learning. Although there is an initial investment, the school benefits because less money would need to be invested in material and human resources over the long term, e.g., lab space, faculty time and salaries, and expenses on utilities. This strategy could be used across the curriculum but cannot replace the hands-on experience necessary after the initial learning occurs. A hybrid of computer modeling and simulation combined with real-life clinic experience is an ideal learning strategy that benefits the students, school and patients.

Modeling and simulation can also be used in clinics and dental office settings for in-service training and continuing professional education. For example, avatars can simulate high-stake, low-frequency emergencies such as syncope, hypoglycemia, seizures, heart attacks, anaphylactic shock, broken instruments and needlesticks, that can occur in practice. By training on computer simulation, practitioners conceptualize what can happen and make clinical decisions for the health and safety of their patients. Although this type of training does not completely replicate a real-life training environment, it does require the practitioner to respond with his or her best clinical decisions.

Modeling and simulation is an initial teaching-learning strategy followed by real-life discussion and experience. Use of modeling and simulation in the teaching-learning process is mainstream in many professions. The dental hygiene profession should expand its use of modeling and simulation and benefit from its advantages.

Leslie Ann Wilkerson Mallory, BS, RDH, MS(c), is a master’s degree candidate in the School of Dental Hygiene, Old Dominion University, Norfolk, Va.