Perception of the use of teaching videos in preclinical training of Chilean dentistry students, 2013.

Abstract

Abstract:The use of educational videos is a valuable tool in preclinical dental training, as long as the pedagogical objectives match the appropriate learning stage. Accordingly, this teaching innovation suggests the realization of three types of didactic videos inserted in a specially designed pedagogical methodology for the preclinical cycle. After half a semester of use, quantitative results yielded a positive perception in relation to the promotion of evaluation criteria and conflictual tone development. On the other hand, perception of negotiation promotion and reaching consensus was divided into positive and negative. Both the analysis of frequency access to online videos and category formation clearly highlight the importance students give to demonstrative videos as well as the teacher's role when using them. By way of conclusion, it can be said that students considered educational videos, especially the demonstrative type, as a useful tool for developing conflictual tone and evaluation criteria, being always complementary to the role that the teacher who guides their preclinical training plays. Keywords: educational video, teaching methodology, preclinical training.Percepción del uso de video didáctico en la formación preclínica de estudiantes chilenos de odontología, 2013.Resumen: El uso del video didáctico es una herramienta valiosa en la formación preclínica del odontólogo, siempre y cuando logre hacer coincidir los objetivos pedagógicos con la etapa de aprendizaje adecuada. En esta línea, esta innovación docente plantea la realización de tres tipos de video didácticos insertados en una metodología docente especialmente diseñada, en el ciclo de preclínica. Luego de un semestre de utilización los resultados cuantitativos arrojaron una percepción positiva en relación al fomento del desarrollo del criterio de evaluación y tono conflictual, mientras que la percepción del fomento de la negociación y toma de acuerdo estuvo dividida en positivas y negativas. Tanto el análisis de frecuencia de acceso a los videos en línea como el levantamiento de categorías dejan de manifiesto la importancia que le dan los estudiantes a los videos demostrativos como también al rol docente durante su utilización. A modo de conclusión se puede decir que los estudiantes consideraron al video didáctico, especialmente los de tipo demostrativo, como una herramienta útil para el desarrollo del tono conflictual y criterio evaluador, siendo siempre complementaria al rol docente que guía su formación preclínica. Palabras clave: video didáctico, metodología docente, formación preclínica.

Development of a Multimodal Tool to Support Teaching of Root Canal Anatomy of Primary Molars: An Observational Cross-Sectional Study to Evaluate the Acceptance of Undergraduate Students

“…The proposal of continuous learning, however, is not limited to students who are completing their graduation. The association of lectures and videos in pre-clinical subjects showed an increase in student performance compared to students who participated only in traditional lecture classes, considering the experience useful and advantageous (Goset and Espinoza, 2013;Shigli et al, 2017;Amrithaa et al, 2020). Likewise, the present students considered the video useful for learning the proposed theme.…”

“…This auxiliary tool also intended to fill in the absence of similar materials found on the websites of the universities surveyed during stage 1 of this study. As previously reported, the availability of videos may be restricted to private platforms at universities, on the so-called intranet (Goset and Espinoza, 2013) and, therefore, the lack of available content on the subject should be interpreted with caution. Since the video produced on this study presents a generic content of common interest to all dentistry students, regardless of their institution, it is understood that its wide dissemination would be a good practice.…”

Introducing dental students to complete denture treatment in times of COVID‐19: Students’ responses

“…Research showed that students found clinical concepts difficult to grasp since the teaching was more theoretical, and faculty found it difficult to correlate ideal situations to what actually happened in clinic 19 . Research also showed that demonstrations and videos 40 as well as interactive sessions were critical in understanding the clinical material. However, even when video demonstrations were provided, students reported that videos should not replace clinical demonstrations 18,40–42 .…”

“…Research also showed that demonstrations and videos 40 as well as interactive sessions were critical in understanding the clinical material. However, even when video demonstrations were provided, students reported that videos should not replace clinical demonstrations 18,40–42 . In addition, faculty respondents felt that they were “giving half the knowledge as students are not exposed to patients” and felt that “lack of clinical exposure” was an obstacle when training students 18 .…”

Percepción de estudiantes de Odontología respecto al uso de recursos didácticos aplicados a la demostración de procedimientos simulados, en la Universidad de Antofagasta.

“…Todos los estudiantes del curso estuvieron expuestos a los tres tipos de demostración, los cuales fueron usados para demostrar distintos procedimientos simulados que se realizaron en el primer semestre del curso. Al finalizar el primer semestre, se aplicó un cuestionario estructurado de 7 preguntas de autoaplicación, que fue construido a partir de los utilizados en estudios anteriores (Shah et al, 2015;Goset y Espinoza 2014;Smith et al, 2012;Alqahtani et al, 2015;Kon et al, 2015;Kapoor et al, 2015) para medir la percepción de los estudiantes en aspectos educativos, técnicos y de preferencia personal. Para cada pregunta del cuestionario el estudiante debía escoger uno de los tres recursos didácticos usados para la demostración.…”