Publication: Estrategias didácticas de enseñanza y evaluación de habilidades psicomotrices en la educación de odontología: Scoping Review
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Date
2025
Authors
Ossa, Gustavo ; Jelicic-Alcalde, Maira ; Ramos-Salinas, Elizabet ; Vidal, Felipe ; Bäumle, Rosario
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Publisher
Universidad de Murcia: Servicio de Publicaciones
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DOI
https://doi.org/10.6018/edumed.653081
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info:eu-repo/semantics/article
Description
Abstract
La carrera de odontología requiere una alta destreza manual para ejecutar procedimientos precisos en la cavidad oral. Estas habilidades, conocidas como psicomotricidad, integran capacidades cognitivas y motoras que permiten al estudiante adaptarse e interactuar eficazmente con su entorno. Dado que estas habilidades se desarrollan principalmente mediante la práctica constante, es crucial contar con un entrenamiento riguroso antes del contacto clínico con pacientes. La simulación, como herramienta educativa, ha cobrado especial relevancia por su capacidad para replicar condiciones clínicas reales, favoreciendo el desarrollo de habilidades técnicas y cognitivas. Métodos: Se realizó una búsqueda electrónica en las bases de datos PubMed, Scopus y Web of Science, siguiendo el protocolo PRISMA-ScR, JBI y utilizando el software I.A. Rayyan. Resultados: Las principales estrategias de enseñanza incluyen simulación de baja fidelidad, simuladores de pantalla y recursos virtuales. En cuanto a la evaluación, estas estrategias se dividen en diagnóstico, formación y autoevaluación. Las características más destacadas de estas herramientas incluyen los beneficios para los estudiantes en términos de desarrollo de habilidades motoras, seguridad y autocrítica, así como la reducción de la carga docente en la evaluación, mejorando la planificación educativa y proporcionando retroalimentación útil. Conclusiones: Las estrategias analizadas son efectivas para desarrollar y/o medir múltiples habilidades o conocimientos simultáneamente. No obstante, la falta de información sobre su influencia en el aprendizaje significativo limita su implementación. Se hace necesario que futuros estudios profundicen en su efectividad, detallando protocolos de aplicación para facilitar la comparación de las estrategias y optimizar su uso en la formación odontológica.
The dental profession requires high manual skills to perform precise procedures in the oral cavity. These skills, known as psychomotor skills, integrate cognitive and motor abilities that allow the student to adapt and interact effectively with their environment. Since these skills are primarily developed through constant practice, rigorous training before clinical contact with patients is essential. Simulation, as an educational tool, has gained particular importance due to its ability to replicate real clinical conditions, facilitating the development of both technical and cognitive skills. Methods: An electronic search was conducted in the PubMed, Scopus, and Web of Science databases, following the PRISMA-ScR, JBI protocol, and utilizing the AI software Rayyan. Results: The main teaching strategies include low-fidelity simulation, screen simulators, and virtual resources. Regarding assessment, these strategies are categorized into diagnosis, training, and self-assessment. The key features of these tools include benefits for students in terms of motor skill development, safety, and self-criticism, as well as reducing the teaching load in assessment, improving educational planning, and providing useful feedback. Conclusions: The strategies analyzed are effective for simultaneously developing and/or measuring multiple skills or knowledge. However, the lack of information on their impact on meaningful learning limits their implementation. Future studies need to explore their effectiveness in greater detail, outlining application protocols to facilitate the comparison of strategies and optimize their use in dental education.
The dental profession requires high manual skills to perform precise procedures in the oral cavity. These skills, known as psychomotor skills, integrate cognitive and motor abilities that allow the student to adapt and interact effectively with their environment. Since these skills are primarily developed through constant practice, rigorous training before clinical contact with patients is essential. Simulation, as an educational tool, has gained particular importance due to its ability to replicate real clinical conditions, facilitating the development of both technical and cognitive skills. Methods: An electronic search was conducted in the PubMed, Scopus, and Web of Science databases, following the PRISMA-ScR, JBI protocol, and utilizing the AI software Rayyan. Results: The main teaching strategies include low-fidelity simulation, screen simulators, and virtual resources. Regarding assessment, these strategies are categorized into diagnosis, training, and self-assessment. The key features of these tools include benefits for students in terms of motor skill development, safety, and self-criticism, as well as reducing the teaching load in assessment, improving educational planning, and providing useful feedback. Conclusions: The strategies analyzed are effective for simultaneously developing and/or measuring multiple skills or knowledge. However, the lack of information on their impact on meaningful learning limits their implementation. Future studies need to explore their effectiveness in greater detail, outlining application protocols to facilitate the comparison of strategies and optimize their use in dental education.
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Citation
Ossa, G., Jelicic-Alcalde, M., Ramos-Salinas, E., Vidal, F., & Bäumle, R. (2025). Estrategias didácticas de enseñanza y evaluación de habilidades psicomotrices en la educación de odontología: Scoping Review. Revista Española De Educación Médica, 6(2).
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