Dental Education and Special Care Dentistry
Conditions
Brief summary
This randomized controlled study aimed to compare the effectiveness of game-based learning (GBL) and model arm practice in teaching peripheral intravenous cannulation (PIVC) skills to final-year dental students. Sixty participants were randomly assigned to two groups. The impact of each method was assessed in terms of procedural success, anxiety levels (STAI), self-confidence (VAS), and student satisfaction.
Detailed description
Peripheral intravenous cannulation (PIVC) is a complex procedure now integrated into the Turkish National Dental Curriculum (DUÇEP). This study compared the effectiveness of GBL using the 3D Medsim platform and model arm practice in training students on PIVC. Participants were final-year dental students with no prior PIVC experience. Pre- and post-intervention evaluations included procedural success (simulation or model), anxiety (STAI), self-confidence (VAS), and satisfaction (Likert scale). Clinical success was also monitored.
Interventions
BEHAVIORALGame-Based Learning (GBL)
Participants in this group received practical training in peripheral intravenous cannulation (PIVC) using a game-based learning (GBL) simulation platform called 3D Medsim. The platform offered a scenario-based training environment that included a structured sequence of pre-test, simulated procedural performance, and post-test. Students were required to perform virtual tasks such as preparing the patient, selecting the correct equipment, identifying the puncture site, and performing cannulation. The simulation provided interactive feedback and scoring. The application was accessible via PC, tablet, or smartphone, allowing students to practice flexibly. Training was conducted under the supervision of an anesthesiologist.
BEHAVIORALModel Arm Practice
Participants in this group practiced PIVC using a high-fidelity model arm simulator designed to replicate human anatomy and venous access. The training model included artificial veins (basilic, cephalic, median cubital, and metacarpal) with realistic skin layers and a circulation system that mimicked blood flow. Students practiced cannulation techniques including vein localization, needle insertion, and catheter placement. The hands-on training provided tactile and visual feedback, and all procedures were supervised by an anesthesiologist. This method aimed to develop psychomotor skills and confidence through realistic simulation.
Sponsors
Ankara University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
NONE
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Final-year dental students at Ankara University * No prior experience with PIVC * Volunteered and provided informed consent
Exclusion criteria
* Any prior practical experience in intravenous cannulation * Refusal to participate
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Procedural Success Rate in Clinical Application | Within 1 week after training | The rate of successful intravenous cannulation performed by students on real patients under supervision. Success was defined as a successful puncture and catheter placement on the first or second attempt. Assessed by an anesthesiologist during clinical practice. |
| Change in Self-Confidence Level (VAS Score) | From pre-training to post-clinical application (within 2 weeks) | Students marked their perceived self-confidence regarding PIVC on a 10-cm visual analog scale (0 = no confidence, 10 = full confidence). Measurements were taken both after training and after clinical application. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in State Anxiety Level (State-Trait Anxiety Inventory - State Scale) | Baseline (pre-training), immediately after training, and immediately after clinical application (all within 2 weeks) | Anxiety was measured using the State-Trait Anxiety Inventory - State Scale (STAI-S), a validated 20-item questionnaire assessing situational anxiety. Each item is rated on a 4-point Likert scale, yielding total scores ranging from 20 to 80, where higher scores indicate higher levels of anxiety (i.e., a worse psychological outcome). |
| Satisfaction with Training Method (Likert Questionnaire) | Immediately after training | A 5-item satisfaction questionnaire evaluated participants' perceptions of the training method's usefulness, content diversity, presentation, motivation, and compatibility with learning style. Each item was scored on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree) |
Countries
Turkey (Türkiye)
Outcome results
None listed