<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-3411</journal-id>
<journal-title><![CDATA[Odovtos International Journal of Dental Sciences]]></journal-title>
<abbrev-journal-title><![CDATA[Odovtos]]></abbrev-journal-title>
<issn>2215-3411</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Odontología. Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34112020000100103</article-id>
<article-id pub-id-type="doi">10.15517/ijds.2019.38481</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Impact of Two Distinct Dental Anesthesia Simulation Models on the Perception of Learning by Students]]></article-title>
<article-title xml:lang="es"><![CDATA[Impacto de dos distintos modelos de simulación para anestesia dental en la percepción del aprendizaje en estudiantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Merino-Parra]]></surname>
<given-names><![CDATA[Jadith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Madrazo-Meneses]]></surname>
<given-names><![CDATA[Ricardo E.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Komabayashi]]></surname>
<given-names><![CDATA[Takashi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cerda-Cristerna]]></surname>
<given-names><![CDATA[Bernardino I.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Veracruzana School of Dentistry ]]></institution>
<addr-line><![CDATA[ Veracruz]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of New England College of Dental Medicine ]]></institution>
<addr-line><![CDATA[ Portland]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>103</fpage>
<lpage>112</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34112020000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34112020000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34112020000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT We evaluated an infiltration anesthesia simulation model (IAM) and a conduction anesthesia simulation model (CAM) on the perception of learning by Mexican dental students. Our aim was to compare the perception of learning by dental students trained with two distinct dental anesthesia simulation model (DASM) with dental students who were not trained with a DASM. 3 groups participated in the study: G1 (N=12 students) learned to block the mental nerve (BMN) by participating in a theoretical lecture (stage 1) and a clinical demonstration (stage 2); G2 (N=12 students) learned the BMN by participating in the stage 1, stage 2, and training with the CAM; G3 (N=12 students) learned the BMN by participating in the stage 1, stage 2, and training with the IAM. The groups performed the BMN in a clinical exercise. Working-time of all participants was timed. Perception of learning for all participants was evaluated with a 5-point Likert Scale. The results showed that statistically significant differences were found between score of G1 and score of G2 and score of G3 (P&lt;0.05). No statistically significant differences were found between scores of G2 and scores of G3. G1, G2 and G3 showed an average working-time of 12:42 minutes, 9.75 minutes and 8:03 minutes, respectively (P&lt;0.05). We concluded that the IAM and CAM showed a positive impact on the perception of learning, and the students trained with the IAM showed a shorter working time compared with the students trained with the CAM.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este estudio se evaluó el impacto de un modelo de simulación de anestesia dental por infiltración (IAM) y de un modelo de simulación de anestesia dental por bloqueo (CAM) en la percepción del aprendizaje en estudiantes mexicanos en estomatología. El objetivo fue comparar la percepción en el aprendizaje de estudiantes que entrenaron empleando dos distintos modelos de simulación de anestesia dental con estudiantes que no recibieron entrenamiento empleando algún modelo de simulación de anestesia dental. Participaron 3 grupos en el estudio: G1 (n=12) aprendieron el bloqueo del nervio mentoniano (BNM) al participar en una clase teórica (sesión 1) y en una demostración clínica (sesión 2); G2 (n=12) aprendieron la técnica de anestesia del BNM al participar en la sesión 1, sesión 2 y entrenando con el CAM; G3 (n=12) aprendieron la técnica del BNM al participar en la sesión 1, sesión 2 y entrenando con el IAM. Los grupos aplicaron la técnica del BNM en un ejercicio clínico. Se midió el tiempo de trabajo de los participantes. La percepción del aprendizaje de los participantes se evaluó con una Escala de Likert de 5 ítems. Los resultados mostraron diferencias estadísticamente significativas entre los valores del G2 y del G3 en comparación con el G1. No se encontraron diferencias estadísticas entre los valores del G2 y del G3. El tiempo de trabajo para el G1, G2 y G3 fue respectivamente de: 12:42 minutos, 9.75 minutos y 8:03 minutos, (P&lt;0.05). Se concluyó que el IAM y el CAM mostraron un impacto positivo en la percepción del aprendizaje; los estudiantes entrenados con el IAM mostraron un tiempo de trabajo más corto en comparación con los estudiantes entrenados con el CAM.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Dental anesthesia simulation model]]></kwd>
<kwd lng="en"><![CDATA[Dental education]]></kwd>
<kwd lng="en"><![CDATA[Simulation based learning]]></kwd>
<kwd lng="en"><![CDATA[Perception of learning]]></kwd>
<kwd lng="en"><![CDATA[Likert scale]]></kwd>
<kwd lng="es"><![CDATA[Modelo de simulación de anestesia dental]]></kwd>
<kwd lng="es"><![CDATA[Educación en estomatología]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje basado en simulación]]></kwd>
<kwd lng="es"><![CDATA[Percepción del aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Escala de Likert.]]></kwd>
</kwd-group>
</article-meta>
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