ORGANIZATIONAL AND TECHNICAL PRINCIPLES FOR THE IMPLEMENTATION OF SIMULATION-BASED ORTHODONTIC EDUCATION IN PREPARATION FOR THE OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE)

Abstract

Contemporary approaches to dental education are increasingly focused on preparing students for the successful completion of the Objective Structured Clinical Examination (OSCE), which is internationally recognized as the gold standard for assessing the clinical competence and practical skills of healthcare students. The present study aimed to substantiate and develop an organizational and technical framework for simulation-based orthodontic training designed to prepare undergraduate dental students for the orthodontic component of the OSCE. A review of the current literature demonstrated considerable interest in integrating simulation-based education into orthodontic training. However, relatively few studies provide comprehensive evidence regarding the effectiveness of such educational interventions. The proposed simulation-based approach was based on the development of educational resources and learning content, prioritizing accessible and technically simple solutions aligned with OSCE standards. To support implementation, a comprehensive set of educational and methodological materials was developed, including three-dimensional models of jaws representing malpositioned teeth, dental arch anomalies, and common combinations of occlusal disorders; schematic lateral cephalometric radiographs; extraoral photographs of real patients; and a methodological guide for OSCE preparation To assess the knowledge and practical skills acquired by students, structured assessment checklists containing OSCElike tasks were developed. This approach enables evaluation of students’ readiness for the orthodontic OSCE, identification of learning deficiencies, and targeted discussion of the competencies and clinical tasks that present the greatest challenges. The present study focuses on the development and preparation for the implementation of a simulation-based orthodontic training system. It is anticipated that this educational model will improve the effectiveness of orthodontic education for dental students by enhancing the cognitive, procedural, and motivational components of professional competence