Effectiveness of enhanced video‐based learning on removable partial denture module

Abstract

Introduction:The application of video-based learning in dentistry has been widely investigated; however, the nature of on-screen video enhancements of the video has been minimally explored in the literature. This study investigated the effectiveness of an in-class and on-demand enhanced video to support learning on removable partial dentures in terms of knowledge acquisition, perception and clinical skill performance.Methods: Fifty-four dental students enrolled in 2018 were recruited as participants and assigned to two groups. Both groups were given the same lecture and asked to watch the same video in either the enhanced or non-enhanced version. The enhanced video was modified with the contemporaneous subtitle of the presenters' dialogue, text bullet points and summary text pages. The knowledge acquisition from the two types of video was subjected to pre-and post-tests one month after the students watched the video. A questionnaire was used to evaluate the students' perceptions of the learning experience and a performance test on practical skills was performed after six weeks. All the students responded to the test (100%). Results:The enhanced video demonstration improved the students' short-term knowledge acquisition after they watched the video, with an average score of 1.59 points higher in the enhanced group than in the non-enhanced group (p < .05). The practical performance did not differ between the two groups. The students were more likely accepted the enhanced video as a replacement of the existing teaching method rather than a teaching supplement (70.3%). Conclusion:The application of the enhanced video demonstration resulted in a better theoretical knowledge retention but not practical performance. Students also preferred watching video to using conventional learning methods.

Dental students’ perceptions and educational impact of preclinical interactive videos compared and in combination with live demonstrations

“…Similar to the current study, Abd‐Shukor et al 19 . reported that videos enhanced with subtitles of the presenter's dialog, text bullet points and summary text pages improved the students’ knowledge retention.…”

“…A similar finding was already reported by Schlafer 16 in that didactic elements such as questions in videos stimulate reflection. Furthermore, Abd‐Shukor et al 19 . reported that adding text to instructional videos enhances students’ ability to improve their theoretical knowledge by recalling and transferring that information.…”

“…Based on previous studies, 3,15,19,27 a draft questionnaire containing quantitative Likert‐style and open‐ended questions was developed to assess dental students’ perceptions of the utility of the developed instructional videos and the combination of these with live demonstrations. The draft questionnaire was presented to all six instructors of the same Integrated Dentistry III course after they watched four of the newly developed videos that they created.…”

“…Enhancing video demonstrations with subtitles of the presenter's dialog, text bullet points and summary text pages was found to improve undergraduate students’ ability to retain theoretical knowledge but not practical performance 19 . A study using an enhanced video with images and picture‐in‐picture videos to instruct undergraduate students on practical examination skills concluded that watching the video was highly recommended by the students 20 …”

Evaluation of a broken instrument removal training course for general dentistry residents

“…The advantage of video-based learning has been demonstrated in previous studies. [23][24][25][26][27] During the whole training process, the video clip demonstrating the use of the dental operating microscope and the instrument removal procedure was uploaded online and was available for trainees to enhance the learning process.…”