APPLICATION OF PROTOCOLS IN DENTISTRY WITH THE AIM OF A SOFTWARE SIMULATION BASED LEARNING

BACKGROUND
Simulation is an easy method to use in the field of dentistry, because it can be used with educative and evaluative goals. The process of learning can be faster and eliminates many of the inconvenients, which over the development, can be produced on the patients. Guided simulation by computer helps the teacher to create a database with the detailed problem, introducing each option, with their answers and their correspondent feedback. Also, it can be included photographs, images (radiographs, ultrasonic, CAT, graphs and schemes. The system heads to develop the competences of the assignments of the new studies plan by means of clinical case presentations, in which the students with their acquired knowledge will be able to solve them with the criteria of the established protocols.

OBJECTIVES
1. To create a new innovate docent method that allows a more attractive and efficiency learning, giving the students the answer of a treatment plan in a different clinical case.
2. To create new protocols of action against different clinical situations in dentistry.
3. To create an evaluation design in agreed to this method.

MATERIAL AND METHOD
This software is done with PowerPoint support and has different layers in which we can edit the parameters that we have established and fix a new clinical case.
Maxilla and mandible bone, and dental roots form a deep layer. Dental crowns and buccal soft tissue form an intermediate layer. And the superficial layer is formed by all the components that the facial physiognomy has (nose, lips. Etc)
All this layers can be modified so we can change al the hard and soft tissue of the mouth and face depending on the clinical case we want to propose, first as a learning system and second as a evaluation method for the student
All established protocols will have their treatment plan and in every clinical case it will have to be applied a determined protocol learned previously by the student.

When changing one of the parameters of these protocols, the way of treating that case can change and all students will have the same references to solve that case by equal. In that way the solution of a determined clinical case will have to be solve always in the same manner following the same parameters previously established.

RESULTS AND CONCLUSIONS
These protocols will make an improvement when planning a multidisciplinary case in patients who need it.

Furthermore, they will give all the students the possibility to have access by simulation to clinical situations that are not present at the Faculty as a student, but can be interesting for their academic formation.
Besides, it is possible to plan different clinical cases to the students and being evaluated in an objective way by the teaching stuff with the same evaluation criteria.