Abstract:

The communication of results of scientific production is a fundamental part of the professional development of the Dentist since a continuous update in courses, talks, conferences and congresses are expected. Acquiring experience in this can be considered something very positive for the learning of the student, as developing the necessary skills to present scientific works is a requirement that many of them will need in their immediate professional future.

The simulation confronts students with a real experience of participation and organization of an event of these characteristics. It is a tool for learning the necessary skills in a congress either defending their research work in front of an audience or answering oral questions. This activity is carried out in a different and very formal environment that completes the academic training of the student.

The simulated congress took place in an auditorium of the University. It was presented as a scientific day simulating a congress held by a scientific society related to Oral Surgery and Implantology; with speakers, oral communications and posters and their respective defenses; an organizing committee and a scientific committee in which 100% of the undergraduate and postgraduate students of surgery and implantology participated.

The undergraduate students first learned how to carry out a systematic review work on a topic assigned in groups, making use of the MEDLINE, COCHRANE and EMBASE in order to obtain all the scientific articles for the development of said work. 70% of the works followed a clear methodology and 60% attended at least 2 tutorials with their respective tutor. Postgraduate students learned how to carry out a clinical research work in relation to their final master's project. Secondly, they learned how to make both oral communications and posters, the presentation and defense of them was also subjected to regulations. 89.5% of the works were evaluated with a mark above 7.5, this being a very satisfactory result. The average rating of all presentations, both for poster format and oral communication, was 8. An organizing committee consisting of 6 students and a teacher who served as president and another scientific committee formed by another 6 students and a teacher who drafted the regulations of oral communications and posters and created a rubric for their evaluation was also appointed. At the end of the conference, a Kahoot® test was carried out with test questions, related to the communications and posters presented in the congress, for self-evaluation of what was learned in the Conference. Using this attractive tool, the student is motivated to learn from the game. 75.5% of the students answered the Kahoot® questions and 57.65% of the participants passed the test. All students positively valued the learning received in this environment similar to a real congress where they should continue their training in their next professional stage.

Finally, a satisfaction survey was passed and all the items of the questionnaire obtained an average score higher than 7.8, being the average of 8.7.
The fact of being in an environment different from a conventional classroom, in an assembly hall with innovative audiovisual resources to cover the event brought the student closer to a situation very similar to a real congress and was positively valued by the students.

Keywords:

Scientific congress, Kahoot®, Oral communications, Poster communications, Presentation of scientific work.