The Effect of Role Differences on Learning and Self-Assessment in Simulation-Based Life Support Training Among Dental Students

This study aims to investigate the development of theoretical knowledge and practical skills of fifth-year dental students through pre- and post-training assessments, and to compare outcomes between study groups. Prior to receiving theoretical instruction, students will complete a baseline knowledge questionnaire to assess their initial theoretical understanding. Similarly, an initial practical assessment using an Objective Structured Clinical Examination (OSCE) will be conducted to determine baseline practical competence.

Following detailed theoretical training and practical exercises, students will be divided into two groups for simulation-based practical sessions:

Group 1 (Practitioners): Students in this group will participate as practitioners in additional practical sessions following joint theoretical and practical training.

Group 2 (Evaluators): Students in this group will serve as evaluators during the additional practical sessions, using structured checklists developed with the instructor.

During the ILS simulation exercises, practitioner students are expected to detect cardiac and respiratory arrest in adult and pediatric scenarios and implement acute management steps, including activating emergency services (calling 112), requesting an automated external defibrillator, and utilizing emergency intervention equipment. Practitioners will perform chest compressions and positive pressure ventilation with 100% oxygen using appropriate devices. To simulate single- or multi-rescuer interventions, practitioner students will perform in groups of one or two, while evaluators observe and provide immediate feedback. Each student will assume a leadership role at least once, with assisting students following the leader's instructions.

Evaluator students will assess practitioner performance using checklists aligned with the latest American Heart Association (AHA) and European Resuscitation Council (ERC) Basic and Advanced Life Support guidelines. Evaluators will provide immediate feedback on any deficiencies or errors. After simulation sessions, students will undergo OSCE assessments encompassing both adult and pediatric scenarios to evaluate practical skills and theoretical knowledge acquisition. Assessments will be conducted by instructors using rubrics and checklists based on current AHA and ERC recommendations. In addition, students will perform self-assessments using the same rubrics to evaluate their own perception of competence. A minimum of 20 teams will be evaluated three times throughout the study: by the instructor, by their peers, and through self-assessment, enabling the monitoring of skill development and self-evaluation accuracy over time.

Inclusion criteria

Fifth-year students enrolled in the Faculty of Dentistry.

Exclusion criteria

Students unwilling to participate.

Students with more than 10% absenteeism in training sessions where missed content cannot be made up.

Inclusion criteria

• Fifth-year students currently enrolled in the Faculty of Dentistry.

Exclusion criteria

• Students who declined to participate in the study were excluded.
• Students who demonstrated more than 10% absenteeism from the training sessions, where the missed sessions could not be made up