A comparison of video‐based and slide‐based teaching before hands‐on rubber dam application: A quantitative and qualitative study

Kruse, Casper; Schlafer, Sebastian; Pedersen, Kamilla

doi:10.1002/jdd.12800

Cited by 3 publications

(2 citation statements)

References 27 publications

(29 reference statements)

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“…From both in- terventions arose a significant increase in comparable values. There were no significant differences between the groups given videobased or slide-based material (Kruse et al, 2022).…”

Section: ) Validity Of Content and Website Constructs By Professionalsmentioning

confidence: 72%

Testing of the "Gizinesia" Website as an Educational Media for Diabetes Mellitus Patients

Estofany

Sitoayu

Ronitawati

et al. 2023

IJMABER

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Indonesia has diabetes alert status because it ranks 7th out of 10 countries with the highest number of diabetes patients. There are five main pillars in diabetes management: education, medical nutrition therapy, physical activity, pharmacology, and independent blood sugar monitoring. Education is the first pillar that can be done with the help of easily accessible and sustainable media, one of which is the website. One of the important steps in developing educational media is to validate the media by professionals and respondents of the target group. The objective of this study is to know the development and validation of "Gizinesia" as an educational medium for Diabetes Mellitus patients according to professionals and respondents with diabetes. This research is quantitative research with a methodology approach in three steps: development, validity, and evaluation with a sample of 11 professionals and 20 respondents with diabetes. Based on validity tests by professionals, the website content was declared valid with a CVR with a CVI value of ≥ 0.80. The website construct was valid with an average calculation of r≥ 0.632. However, out of 18 items found three invalid items. Based on the validity test by diabetic respondents, the website content was found to be valid with Mean I-CVI = 0.95. However, out of 15 items, 1 item was found to be invalid and the website construct was declared valid with an average r≥ 0.7. However, of the 16 items found two items with low correlation. Therefore, the results of the validation of the "Gizinesia" website as a nutrition education medium for Diabetes Mellitus patients are valid. However, they need improvement by making an illustrated video and following the "10/20/30 Rule".

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Section: ) Validity Of Content and Website Constructs By Professionalsmentioning

confidence: 72%

Testing of the "Gizinesia" Website as an Educational Media for Diabetes Mellitus Patients

Estofany

Sitoayu

Ronitawati

et al. 2023

IJMABER

View full text Add to dashboard Cite

show abstract

“…Different strategies for teaching RD application can be suggested to enhance the learning outcomes and assist dental students in navigating diverse clinical situations, especially those deemed challenging. Research has highlighted educational videos as an effective tool in teaching clinical procedures among dental and medical students [ 19 , 20 ]. These videos expose students to different levels of complexity and encourage critical thinking in handling challenging clinical situations.…”

Section: Discussionmentioning

confidence: 99%

Attitude of Dental Students Toward Rubber Dam Application: A Cross-Sectional Study

Saleem,

Baitalmal,

Alsamman

et al. 2024

Cureus

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Introduction The rubber dam (RD) system is globally recognized as an indispensable component of dental treatments, ensuring the highest standards of care. The use of RD isolation profoundly impacts the clinical aspects of dental procedures. The aim of this study was to assess the attitudes of dental students toward the use of RD, with an emphasis on evaluating the factors influencing its use among students at Umm Al-Qura University in Makkah city, Kingdom of Saudi Arabia. Methods An online questionnaire was distributed to a population sample of 203 undergraduate dental students in their clinical years at Umm Al-Qura University. Questions covered various aspects, including the frequency of RD use, perceptions of its effectiveness, and prospective intentions for its future use, as well as factors influencing these attitudes. Statistical analysis was performed using SPSS software Version 26 (IBM Corp., Armonk, NY, USA). In addition, the chi-square test and Fisher-Freeman-Halton exact test were used for the comparison of the data at a significance level of p<0.05. Results The questionnaire was completed by 191 participants, with a response rate of 95.5%. Of the students, 189 (99%) used RD during operative procedures for adhesive restorations. Furthermore, 157 (82.2%) students agreed that proper isolation cannot be achieved without RD application. All the advantages of RD application were recognized by 165 (85.9%) of the students. Notably, there was a significant association between the factors limiting the RD application and the students’ academic year (p<0.05), with senior students reporting fewer limitations. Responses indicated that 163 (85.3%) of the students received satisfactory training for RD and 165 (86.4%) students had a high intention to continue using RD following graduation. Conclusion Within the limitations of this study, it can be concluded that the results presented a positive attitude toward RD use. However, there is a continued necessity to enhance education and advocate consistent RD application for improved patient care and clinical outcomes.

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Contemporary educational methods in periodontology

Preshaw,

Ramseier,

Loos

et al. 2024

J Clinic Periodontology

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AimThe 1st European Workshop on Periodontal Education in 2009 made recommendations regarding the scope of periodontal education at undergraduate (UG), postgraduate (PG) and continuing professional development (CPD) levels, defining competencies and learning outcomes that were instrumental at the time in helping to define periodontal teaching curricula. The 19th European Workshop on Periodontology and 2nd European Consensus Workshop on Education in Periodontology (Education in Periodontology in Europe) was held in 2023 to identify changes and future developments in periodontal education (including those informed by the COVID‐19 pandemic) and embracing methods and formats of periodontal teaching and training. The aim of this review was to assess current knowledge regarding education methods in periodontology, including traditional face‐to‐face (F2F) teaching and the move to student‐centred methods, virtual learning methods and use of digital technology, as well as blended teaching and learning (including teaching delivery and assessment) at UG, PG and CPD levels.Materials and MethodsSystematic searches were conducted to identify relevant studies from the literature. Data were extracted and descriptive summaries collated.ResultsThe pandemic was a major disruptor of traditional F2F teaching but provided opportunities for rapid implementation of alternative and supplementary teaching methods. Although online learning has become an integral part of periodontal education, teachers and learners alike favour some form of F2F teaching. Blended teaching and learning are feasible in many areas of periodontal education, both for knowledge and skills acquisition as well as in assessment. Student‐centred methods and blended approaches such as the flipped classroom seem highly effective, and online/virtual classrooms with both synchronous and asynchronous lectures are highly valued. Learning with haptic methods and virtual reality (VR) enhances the educational experience, especially when VR is integrated with traditional methods. The quality of the teacher continues to be decisive for the best knowledge transfer in all its forms.ConclusionsLive F2F teaching continues to be highly trusted; however, all types of student‐centred and interactive forms of knowledge transfer are embraced as enhancements. While digital methods offer innovation in education, blended approaches integrating both virtual and traditional methods appear optimal to maximize the achievement of learning outcomes. All areas of periodontal education (UG, PG and CPD) can benefit from such approaches; however, more research is needed to evaluate their benefits, both for knowledge transfer and skills development, as well as in assessment.

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A comparison of video‐based and slide‐based teaching before hands‐on rubber dam application: A quantitative and qualitative study

Cited by 3 publications

References 27 publications

Testing of the "Gizinesia" Website as an Educational Media for Diabetes Mellitus Patients

Testing of the "Gizinesia" Website as an Educational Media for Diabetes Mellitus Patients

Attitude of Dental Students Toward Rubber Dam Application: A Cross-Sectional Study

Contemporary educational methods in periodontology

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