Student Confidence in Teledentistry Competencies Increased by Simulation-Based Teledentistry Learning

Objectives: This study aimed to investigate the change of student confidence in their teledentistry competencies following completion of a simulation-based teledentistry learning session, in a sample of dentistry, dental hygiene and dental therapy students.
Methods: The 20 teledentistry competencies used in this study were adopted and modified from the telehealth competencies developed by the Association of American Medical Colleges. Each student completed a Teledentistry Self-Assessment Form as an assignment, using an 11-point Likert scale to evaluate their confidence level on each teledentistry competency prior to and after their completion of a teledentistry simulation session. Data collected from the Teledentistry Self-Assessment Form were de-identified and analyzed. A Wilcoxon matched pairs test was used to examine the difference in the paired data prior to and after completing the teledentistry simulation learning session. A Mann-Whitney U test was applied to assess the change of student confidence between different programs and years.
Results: A total of 259 Teledentistry Self-Assessment Forms were reviewed, including 236 dentistry students and 23 dental hygiene/therapy students. One-hundred-and-thirty-one and 128 assignments were completed in 2022 and 2023, respectively. Regardless of the years and programs, students reported increased confidence in all 20 teledentistry competencies after completing the teledentistry simulation training (p≤0.042). Student confidence in equipment-related competencies were higher in 2022 when the simulation design focused on technologies than in 2023 when the focus moved to communication (p≤0.023). However, the simulation design focusing on communication helped students gain confidence particularly in the competencies relevant to patient safety and appropriate use of telehealth.
Conclusions: This study demonstrated a positive change of student confidence in teledentistry competencies by the simulation-based teledentistry learning experience. Student confidence changes in selected teledentistry competencies could be associated with different training focuses and designs. With the success of the teledentistry simulation training, development and evaluation of teledentistry competencies for educational purposes is indicated.