The aim of this study was to investigate if a videotaped feedback method enhanced teaching and learning outcomes in a preclinical operative laboratory setting for novice learners. In 2013, 60 dental students at a dental school in India were randomly assigned to two groups: control (n=30) and experimental (n=30). The control group prepared a Class II tooth preparation for amalgam after receiving a video demonstration of the exercise. The experimental group received the same video demonstration as the control group, but they also participated in a discussion and analysis of the control groups' videotaped performance and then performed the same exercise. The self-evaluation scores (SS) and examiner evaluation scores (ES) of the two groups were compared using the unpaired t-test. The experimental group also used a ive-point Likert scale to rate each item on the feedback form. The means of SS (13.65±2.43) and ES (14.75±1.97) of the experimental group were statistically higher than the means of SS (11.55±2.09) and ES (11.60±1.82) of the control group. Most students in the experimental group perceived that this technique enhanced their learning experience. Within the limits of this study, the videotaped feedback using both ideal and non-ideal examples enhanced the students' performance.

Context and Aims:The purpose of this study was to compare and evaluate the shaping ability of ProTaper (PT) and Self-Adjusting File (SAF) system using cone-beam computed tomography (CBCT) to assess their performance in oval-shaped root canals.Materials and Methods:Sixty-two mandibular premolars with single oval canals were divided into two experimental groups (n = 31) according to the systems used: Group I – PT and Group II – SAF. Canals were evaluated before and after instrumentation using CBCT to assess centering ratio and canal transportation at three levels. Data were statistically analyzed using one-way analysis of variance, post hoc Tukey's test, and t-test.Results:The SAF showed better centering ability and lesser canal transportation than the PT only in the buccolingual plane at 6 and 9 mm levels. The shaping ability of the PT was best in the apical third in both the planes. The SAF had statistically significant better centering and lesser canal transportation in the buccolingual as compared to the mesiodistal plane at the middle and coronal levels.Conclusions:The SAF produced significantly less transportation and remained centered than the PT at the middle and coronal levels in the buccolingual plane of oval canals. In the mesiodistal plane, the performance of both the systems was parallel.

Most previous research on academic failure has sought to understand the reasons students failed. The aim of this study was to identify factors that led to academic success for dental students who had previously failed written examinations, using interviews based on Appreciative Inquiry (AI). The AI approach led the investigators to focus on positive aspects of what helped students overcome failure, rather than the reasons for it. Students in this qualitative study, conducted in 2016 at a dental college in India, completed a questionnaire with six open‐ended questions and participated in individual semi‐structured interviews. Purposive sampling identified 25 students as possible participants; 21 volunteered to participate; and data saturation was reached after interviews with 15. Four key themes were identified in the data collected. On the theme of learning strategies, participants mentioned modifying their attitude toward studying and making it learning‐oriented. On the theme of resources, participants reported strategies for obtaining books, others’ notes, and teachers’ guides to help with studying. In the third theme, psychological aspects, students reported methods used to motivate themselves to succeed after failing. The fourth theme, environmental factors, concerned the key means of support provided by parents, teachers, and seniors/peers. All the students reported that the failure had been a turning point and that overcoming it had boosted their self‐confidence. One student said he learned to “never give up and keep trying till you succeed,” and most spoke of continuing the best practices they learned. These findings suggest that knowledge‐oriented studying, conceptual learning, appropriate study material, internal motivation, and support of parents, teachers, and peers may help dental students overcome failure.

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