Does Exposure to a Procedural Video Enhance Preclinical Dental Student Performance in Fixed Prosthodontics?

Abstract

To try to alleviate the issue of dental students having an inadequate field of view during live demonstrations of fixed prosthodontic preparations, an instructional video depicting the step-by-step procedures involved in an all-ceramic tooth preparation and provisional crown fabrication (practical exam 1, PE1) was created. Fifty-five second-year dental students were given a personal copy of the video after a lecture and an in-class viewing of the material. Throughout the course, students watched live demonstrations of tooth preparations and then practiced individually on mannequins. The scores achieved by the students on three practical exams (PE1, PE2, and PE3) were compared to those recorded by a class one year prior to the development of the video. The students exposed to the video performed significantly better on PE1 in comparison to the previous year's class, as well as compared to their own performance on the other two practical exams that had no supplementary teaching aids. A significant, moderate-level correlation was detected between exposure to the video and PE1. Ninety-six percent of the students reported on their end-of-year evaluation that the video helped them to prepare for PE1.

Students’ Perceptions of Dental Anatomy Course at the University of Jordan = رأي الطلاب في مادة تشريح الأسنان العملي في الجامعة الأردنية

“…Although a live demonstration was used previously, it had to be substituted with videos due to the increasing number of students. This decision was made because live demonstrations were already believed and shown to provide students with an inadequate field of view which is an issue for any procedure that students are attempting to learn (17) . Some students found the videos unclear and requested live demonstrations.…”

Effect of advanced simulation training with digital feedback on dental faculty’s competency in tooth preparation: A pre-post design

“…It is obligatory for prosthodontic faculty to master standardized and precise tooth preparation technique since live operative demonstration by an instructor has always played a key role in simulation teaching. With the advance of multimedia technology, application of instructional videos depicting the detailed procedures of crown preparation has been popularized in modern preclinical curriculum, which to a certain extent obviates the need for personal demonstrations [3]. Nonetheless, the demand for high level tooth preparation skill in prosthodontic faculty remains indispensable because instructional videos are unable to fully substitute for the live demonstration under varied practice settings.…”

Vi̇deo Destekli̇ Eği̇ti̇mi̇n Di̇ş Heki̇mli̇ği̇ Öğrenci̇leri̇ni̇n Sabi̇t Proteti̇k Tedavi̇ Yapimi Sirasinda Hi̇ssetti̇kleri̇ Stres Düzeyi̇ne Etki̇si̇ni̇n İncelenmesi̇

“…Bu nedenle, görsel eriĢim eksikliği sorununu hafifletmek için ek öğretim metodları oluĢturulması bize yardımcı olabilir. 4 Tıp veya diĢ hekimliği alanında eğitim kalitesini ve verimliliğini artırmak için batı ülkelerinde elektronik yöntemin benimsenmesi sık sık rapor edilmiĢtir. [5][6][7][8][9][10] PowerPoint gibi multimedya programı günümüzde kabul edilmiĢtir, ancak birçok bilgi metin kalıpları ve basit Ģekillerle sınırlı kalır.…”

“…11 Geçtiğimiz yıllarda, yeni teknoloji öğretim videoları ve bilgisayar tabanlı simülasyon kullanımı diĢ hekimliği sınıf ortamına girmiĢtir. 4 Klinik prosedürlerin video görüntüleri ve kamera teknolojileri diĢ hekimliği fakültelerinde preklinik ve klinik çalıĢmaların demostrasyonunda kullanılır olmuĢtur. 4,12 Önceki çalıĢmalar preklinik öğretim yardımcıları olarak bu araçların öğrencilerin tutumları ve öğrenme becerileri açısından olumlu sonuçlarını bildirmiĢlerdir.…”

“…4 Klinik prosedürlerin video görüntüleri ve kamera teknolojileri diĢ hekimliği fakültelerinde preklinik ve klinik çalıĢmaların demostrasyonunda kullanılır olmuĢtur. 4,12 Önceki çalıĢmalar preklinik öğretim yardımcıları olarak bu araçların öğrencilerin tutumları ve öğrenme becerileri açısından olumlu sonuçlarını bildirmiĢlerdir. [13][14][15][16][17][18][19] Türkiye'de diĢ hekimliği eğitimi 5 yıl sürmektedir.…”