{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,14]],"date-time":"2026-10-14T14:50:38Z","timestamp":1791989438960,"version":"4.4.0"},"reference-count":53,"publisher":"Wiley","issue":"10","license":[{"start":{"date-parts":[[2026,1,22]],"date-time":"2026-01-22T00:00:00Z","timestamp":1769040000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,1,22]],"date-time":"2026-01-22T00:00:00Z","timestamp":1769040000000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Journal of Dental Education"],"published-print":{"date-parts":[[2026,10]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Purpose\/Objectives<\/jats:title>\n                    <jats:p>This study investigated the effect of instructor\u2010supervised, digitally supported peer role\u2010play on dental students\u2019 competence in managing local anesthetic systemic emergencies (LASEs). It specifically examined how being assigned to either a feedback\u2010giving patient role or a feedback\u2010receiving dentist role influenced self\u2010assessment accuracy, clinical performance, and documentation quality.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Ninety\u2010nine dental students received standardized training on LASEs\u2014including LAST, methemoglobinemia, and anaphylaxis\u2014comprising 7 h of theory and 10 h of practical simulation using ResusMonitor. Participants were randomly assigned to feedback\u2013receiving dentist (DRP) or feedbackgiving patient role\u2010play (PRP) groups. Competency was evaluated via a 3\u2010station OSCE using faculty assessment, self\u2010assessment, and medicolegal documentation. Reflective feedback was also collected.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Both groups demonstrated high clinical competence (PRP: 88%; DRP: 83.6%). The PRP group outperformed the DRP group in treatment management and documentation quality (\n                      <jats:italic>p<\/jats:italic>\n                      &lt; 0.05). Overall, students tended to overestimate their performance, with the exception of treatment scores in the PRP group, where self\u2010assessments closely matched faculty evaluations. Reflective responses indicated increased confidence, perceived competence, and strong appreciation for the training's realism and instructional quality.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>Instructor\u2010supervised, digitally enhanced peer role\u2010play significantly improved dental students\u2019 clinical competence and documentation in managing LASEs. Notably, students in the feedback\u2010giving patient role outperformed peers in treatment management and medicolegal documentation. Acting as a feedback provider promoted evaluative judgment and cognitive engagement at least as effectively as receiving feedback. Embedding structured, feedback\u2010rich simulations into dental curricula fosters reflective learning and may strengthen students\u2019 preparedness for managing clinical emergencies. Multicenter, longitudinal research is recommended to confirm and extend these findings.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jdd.70161","type":"journal-article","created":{"date-parts":[[2026,1,22]],"date-time":"2026-01-22T13:21:18Z","timestamp":1769088078000},"page":"1533-1547","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Mastering OSCE Competencies Through Peer Role\u2010Play and Bidirectional Feedback: Empowering Self\u2010Assessment and Documentation in LA Emergencies"],"prefix":"10.1002","volume":"90","author":[{"given":"G\u00f6zde Nur","family":"Erkan","sequence":"first","affiliation":[{"name":"Department of Oral and Maxillofacial Surgery, Faculty of Dentistry K\u0131r\u0131kkale University  K\u0131r\u0131kkale Turkey"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,1,22]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/S10734\u2010017\u20100220\u20103"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.1002\/JDD.13536"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1002\/J.0022\u20100337.2016.80.8.TB06170.X"},{"key":"e_1_2_11_5_1","article-title":"Accreditation standards for advanced dental education programs in dental public health","author":"Commission on Dental Accreditation","year":"2023","journal-title":"American Dental Association"},{"key":"e_1_2_11_6_1","doi-asserted-by":"publisher","DOI":"10.1002\/J.0022\u20100337.2015.79.6.TB05937.X"},{"key":"e_1_2_11_7_1","doi-asserted-by":"publisher","DOI":"10.1177\/13621688211024365"},{"key":"e_1_2_11_8_1","doi-asserted-by":"publisher","DOI":"10.1111\/J.1467\u20108535.2009.00968.X"},{"key":"e_1_2_11_9_1","doi-asserted-by":"publisher","DOI":"10.1080\/02602938.2018.1424318"},{"key":"e_1_2_11_10_1","doi-asserted-by":"publisher","DOI":"10.1016\/J.STUEDUC.2024.101422"},{"key":"e_1_2_11_11_1","doi-asserted-by":"publisher","DOI":"10.1016\/J.CEDPSYCH.2023.102160"},{"key":"e_1_2_11_12_1","doi-asserted-by":"publisher","DOI":"10.1186\/S12909\u2010020\u201002280\u20105"},{"key":"e_1_2_11_13_1","doi-asserted-by":"publisher","DOI":"10.1186\/S12903\u2010025\u201005729\u20105"},{"key":"e_1_2_11_14_1","doi-asserted-by":"publisher","DOI":"10.1186\/S12903\u2010024\u201005034\u20107"},{"key":"e_1_2_11_15_1","doi-asserted-by":"publisher","DOI":"10.1186\/S12909\u2010025\u201007124\u20108"},{"key":"e_1_2_11_16_1","doi-asserted-by":"publisher","DOI":"10.1186\/S12909\u2010024\u201005040\u2010X"},{"key":"e_1_2_11_17_1","doi-asserted-by":"publisher","DOI":"10.1002\/J.0022\u20100337.2014.78.1.TB05660.X"},{"key":"e_1_2_11_18_1","doi-asserted-by":"publisher","DOI":"10.1111\/EJE.12652"},{"key":"e_1_2_11_19_1","doi-asserted-by":"publisher","DOI":"10.1002\/jdd.13866"},{"key":"e_1_2_11_20_1","doi-asserted-by":"publisher","DOI":"10.1007\/S40670\u2010019\u201000885\u20100"},{"key":"e_1_2_11_21_1","doi-asserted-by":"publisher","DOI":"10.3389\/FMED.2023.1163267"},{"key":"e_1_2_11_22_1","doi-asserted-by":"publisher","DOI":"10.1002\/J.0022\u20100337.2015.79.6.TB05938.X"},{"key":"e_1_2_11_23_1","doi-asserted-by":"publisher","DOI":"10.21815\/JDE.016.020"},{"key":"e_1_2_11_24_1","doi-asserted-by":"publisher","DOI":"10.18103\/MRA.V12I8.5582"},{"key":"e_1_2_11_25_1","doi-asserted-by":"publisher","DOI":"10.1136\/BMJOPEN\u20102021\u2010050823"},{"key":"e_1_2_11_26_1","doi-asserted-by":"publisher","DOI":"10.4103\/IJA.IJA_1246_23"},{"key":"e_1_2_11_27_1","unstructured":"\u201cResusMonitor \u2010 Simulate Patient Vitals \u201dResusMonitor accessed November 27 2025 https:\/\/resusmonitor.com\/get_started."},{"key":"e_1_2_11_28_1","doi-asserted-by":"publisher","DOI":"10.1186\/S12909\u2010021\u201003088\u20107"},{"key":"e_1_2_11_29_1","doi-asserted-by":"crossref","unstructured":"J.Cohen Statistical Power Analysis for the Behavioral Sciences 2nd ed. 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