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Leone CCLD, Bueno GC, Boteon AP, Martins DDS, Cruvinel T, Honório HM, Wang L, Braga MM, Rios D. Practical training using BEWE aimed at improving the diagnosis ability of erosive tooth wear for dental students-A randomized trial. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:857-864. [PMID: 38706419 DOI: 10.1111/eje.13015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 04/12/2024] [Accepted: 04/18/2024] [Indexed: 05/07/2024]
Abstract
INTRODUCTION Erosive tooth wear (ETW) has been gaining attention due to its high prevalence. However, ETW clinical diagnosis is difficult and may go unnoticed by many professionals. The present study aimed to develop, implement and evaluate a theoretical-practical training using active methodologies in the development of undergraduate students' skills for the diagnosis of ETW compared to the traditional teaching method. MATERIALS AND METHODS This randomized controlled study involved two parallel groups: control group (n = 22), with learning based only on theoretical content and test group (n = 24), learning by theoretical-practical activity mediated by monitors/tutors. The theoretical class covered the current concepts of ETW, aetiology, diagnosis, use of the BEWE index, prevention and treatment. The practical training included exercises and discussions based on the diagnosis using BEWE scores of a collection of images and extracted teeth. To evaluate the efficacy of the teaching-learning methods, a theoretical multiple-choice questionnaire and a practical test using images and extracted teeth were applied. The outcome was the number of correct answers. Groups were compared by Mann-Whitney (theoretical knowledge) and T tests (practical ability in diagnosis) (p < .05). RESULTS There was no significant difference between groups in the theoretical evaluation (p = .866). The test group showed higher ability to diagnose ETW lesions compared to the control group in the practical tests (p = .001). The performance of ETW diagnosis was similar when images were used in comparison to extracted teeth (p = .570). CONCLUSION The practical activity associated with theoretical classes can be a promising strategy to improve the development of undergraduate students' skills in the diagnosis of ETW.
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Affiliation(s)
- Camilla Cristina Lira Di Leone
- Department of Pediatric Dentistry, Orthodontics and Public Health, Bauru School of Dentistry, University of São Paulo, São Paulo, Brazil
| | - Gabriela Carvalho Bueno
- Department of Pediatric Dentistry, Orthodontics and Public Health, Bauru School of Dentistry, University of São Paulo, São Paulo, Brazil
| | - Ana Paula Boteon
- Department of Pediatric Dentistry, Orthodontics and Public Health, Bauru School of Dentistry, University of São Paulo, São Paulo, Brazil
| | - Daiana da Silva Martins
- Department of Pediatric Dentistry, Orthodontics and Public Health, Bauru School of Dentistry, University of São Paulo, São Paulo, Brazil
| | - Thiago Cruvinel
- Department of Pediatric Dentistry, Orthodontics and Public Health, Bauru School of Dentistry, University of São Paulo, São Paulo, Brazil
| | - Heitor Marques Honório
- Department of Pediatric Dentistry, Orthodontics and Public Health, Bauru School of Dentistry, University of São Paulo, São Paulo, Brazil
| | - Linda Wang
- Department of Operative Dentistry, Endodontics and Dental Materials, Bauru School of Dentistry, University of São Paulo, São Paulo, Brazil
| | - Mariana Minatel Braga
- Department of Pediatric Dentistry, School of Dentistry, University of São Paulo-USP, São Paulo, Brazil
| | - Daniela Rios
- Department of Pediatric Dentistry, Orthodontics and Public Health, Bauru School of Dentistry, University of São Paulo, São Paulo, Brazil
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Park K, Asnashari K, Younan R, Becker R, Roggenkamp C, Oyoyo U, Kwon SR. Evaluating a method of creating artificial caries in typodont teeth for teaching Class III cavity preparations. J Dent Educ 2024. [PMID: 38634163 DOI: 10.1002/jdd.13551] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2023] [Revised: 02/10/2024] [Accepted: 03/23/2024] [Indexed: 04/19/2024]
Abstract
OBJECTIVES The purpose of the study was to report a step-by-step process of creating artificial caries typodont teeth and to determine the perception and efficacy of their use in preclinical operative training. METHODS Artificial caries material comprised of commercially available hide glue and chocolate powder for more realistic coloring was embedded into the distolingual of #9 ModuPRO plastic typodont teeth. First-year dental students having no clinical experience in excavating Class III cavity preparations were divided into two groups. Group BA prepared conventional typodont teeth (CTT) first, then artificial caries typodont teeth. Group AB prepared the ACT first, then CTT. The preps were scored employing a rubric used in the operative dentistry course class. A feedback questionnaire was conducted to rate students' satisfaction regarding the use of ACT and CTT. The Mann-Whitney U-test was used to compare the scores between groups ACT-CTT and CTT-ACT and the Chi-Square test was used to evaluate the positive and negative questionnaire responses. RESULTS The two groups showed no significant difference in grades and no significant changes in their scores regardless of which order they prepped the teeth (P > 0.05). The questionnaire heavily favored the use of artificial caries typodont teeth (P < 0.05). CONCLUSIONS The artificial caries typodont teeth protocol described in this study was feasible when implemented at the preclinical laboratory instruction level with positive questionnaire feedback from dental students.
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Affiliation(s)
- Kidon Park
- Dental Student Class of 2024, Loma Linda University School of Dentistry, Loma Linda, California, USA
| | - Kasra Asnashari
- Dental Student Class of 2024, Loma Linda University School of Dentistry, Loma Linda, California, USA
| | - Reema Younan
- Division of General Dentistry, Loma Linda University School of Dentistry, Loma Linda, California, USA
| | - Ryan Becker
- Division of General Dentistry, Loma Linda University School of Dentistry, Loma Linda, California, USA
| | - Clyde Roggenkamp
- Division of General Dentistry, Loma Linda University School of Dentistry, Loma Linda, California, USA
| | - Udochukwu Oyoyo
- Dental Educational Services, Loma Linda University School of Dentistry, Loma Linda, California, USA
| | - So Ran Kwon
- Division of General Dentistry, Loma Linda University School of Dentistry, Loma Linda, California, USA
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Hosseini M, Taheri A, Nouri F, Badkoobeh A, Abbasi K, Golkar M, Alam M. Dental Student’s Satisfaction with the Video-assisted Educational Approach in Teaching Oral and Maxillofacial Surgery Principles. Open Access Maced J Med Sci 2022. [DOI: 10.3889/oamjms.2022.10901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/11/2023] Open
Abstract
BACKGROUND: Educating dental students in practical skills are a difficult task that has become increasingly demanding since the outbreak of COVID-19. Today, the use of digital media plays an essential role in teaching practical skills.
AIM: This study investigated the effect of educational videos on oral and maxillofacial surgery basics on dental student’s satisfaction.
METHODS: Six subjects were chosen from the principles of oral and maxillofacial surgery, and according to the necessary standards, educational videos were made based on the needs assessment of students. Fellow attending evaluated and approved each video. Students were shown videos in six 2-h sessions. Students were given a researcher-created questionnaire with proven validity and reliability. Students filled out questionnaires to evaluate the impact of educational videos as well as the structure of educational videos.
RESULTS: Two hundred and three students participated in this study in their 4th−6th years. In this study, 203 students in their 4th to the 6th year participated. Most students were satisfied with the structure of educational videos (73.9%); in general, 84.7% of students expressed their satisfaction with this method. Half of the students preferred video training over face-to-face training in oral and maxillofacial surgery (50.4%). Many students suggested that these videos be included in the curriculum (80.7%).
CONCLUSION: Students’ overall satisfaction with the structure and impact of educational videos indicates that educational videos made and evaluated by dental professors can help teach practical topics as a part of the curriculum.
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Hakami Z. Comparison between Virtual and Traditional Learning Methods for Orthodontic Knowledge and Skills in Dental Students: A Quasi-Experimental Study. Healthcare (Basel) 2021; 9:healthcare9091092. [PMID: 34574866 PMCID: PMC8470017 DOI: 10.3390/healthcare9091092] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2021] [Revised: 08/11/2021] [Accepted: 08/17/2021] [Indexed: 11/25/2022] Open
Abstract
A gradual transition from traditional face-to-face learning to online learning has been observed globally following the COVID-19 pandemic. The aim of the study was to compare online and traditional learning methods in relation to orthodontic knowledge and skills acquired in undergraduate courses. A quasi-experimental design was used with two consecutive year classes of 198 dental students at Jazan University, Saudi Arabia. The experimental (virtual) group of 92 students received the content of a clinical orthodontic course virtually using the Blackboard Collaborate™ platform. The control (traditional) group consisted of a previous cohort of 106 students who enrolled in the same course but received traditional classroom education. The students were evaluated through a semester, and both groups obtained the same content and exam questions. The students in the virtual group scored higher in the final theory exam than the traditional group (p-value < 0.05). However, no significant difference in the overall orthodontic knowledge and skills was observed between the groups at the end of the course. Both learning methods showed moderate positive correlation between orthodontic knowledge and skills. In conclusion, virtual learning can serve as an effective alternative to traditional face-to-face learning for teaching orthodontic knowledge and skills to the dental students.
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Affiliation(s)
- Zaki Hakami
- Division of Orthodontics, Department of Preventive Dental Sciences, College of Dentistry, Jazan University, Jazan 45142, Saudi Arabia
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Atik E, Gorucu-Coskuner H, Taner T. The Effect of Live-Video Demonstration on Dental Students' Orthodontic Bending Performance. J Dent Educ 2020; 84:377-384. [PMID: 32176338 DOI: 10.21815/jde.019.172] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2019] [Revised: 10/04/2019] [Indexed: 11/20/2022]
Abstract
The aims of this study were to evaluate the effects of a live-video teaching tool on the performance of dental students in bending an orthodontic vestibular arch and to assess the students' perceptions of the technology. All 135 fourth-year dental students in the 2018 academic year at Hacettepe Dental School, Ankara, Turkey, were invited to participate in the study; after exclusions, the remaining 116 were randomly divided into two demonstration cohorts. These students had no prior experience bending an orthodontic wire. Cohort 1 (control, N=58) was shown a conventional live demonstration of the orthodontic bending of a vestibular arch, and Cohort 2 (experimental, N=58) was shown a live-video demonstration of the same procedure. Both cohorts saw the demonstration before beginning the exercise and were evaluated afterwards on their performance of the procedure. In addition, the students' perceptions of the demonstration techniques were collected with a questionnaire. The results did not show any significant differences in the students' bending scores between the control and experimental cohorts (p=0.767). The median values on the questionnaire indicated almost no statistically significant difference in responses between the cohorts. The only significant difference was that Cohort 1 had a higher percentage who answered "yes" they would like to rewatch the demonstration than did Cohort 2 (p=0.024). In this study, the live-video technique was found to be as effective as a conventional live demonstration for orthodontic practical education, suggesting that either technique could be used as an appropriate method for training in orthodontic wire bending.
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Affiliation(s)
- Ezgi Atik
- Department of Orthodontics, Faculty of Dentistry, Hacettepe University, Ankara, Turkey
| | - Hande Gorucu-Coskuner
- Department of Orthodontics, Faculty of Dentistry, Hacettepe University, Ankara, Turkey
| | - Tulin Taner
- Department of Orthodontics, Faculty of Dentistry, Hacettepe University, Ankara, Turkey
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Signori C, de Oliveira EF, Mendes FM, Braga MM, Opdam NJM, Cenci MS. Impact of a diagnostic workshop on undergraduate teaching-learning process for the diagnosis and management of tooth restorations-A randomised controlled study. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:304-315. [PMID: 30729631 DOI: 10.1111/eje.12431] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2018] [Accepted: 02/04/2019] [Indexed: 06/09/2023]
Abstract
OBJECTIVE The aim of this study was to investigate the impact of a diagnostic workshop on undergraduate teaching-learning process for the diagnosis and management of tooth restorations. METHODS The first stage of the study was a randomised controlled study with two parallel groups: lecture (L) and lecture coupled with a diagnostic workshop (LW). A pool of cases of tooth restorations including secondary caries and marginal defects was used for training. Theoretical knowledge, perception about the activity and practical abilities were evaluated. The second stage of the study assessed students' theoretical knowledge retention six months following intervention. All students included in the first stage of the study were exposed to LW. Hence, a new control group of students not exposed to LW was selected. One-way analysis of variance, Fisher's exact test, Kruskal-Wallis test and multilevel regression analysis were used as part of statistical analysis. RESULTS The LW group had greater scores for the assignment of lesion severity and activity, presence of marginal defect and treatment indication than the L group (P < 0.05). Multilevel regression analysis showed a positive impact of the workshop diagnosis in the correct assessment of lesion activity (P = 0.03). There was no statistical difference between the LW and L groups in students' perception of the activity. The LW group showed greater knowledge retention after six months than the L group (P = 0.027). CONCLUSION Lecture coupled with diagnostic workshop improved students' practical skills of diagnosis restorations and knowledge retention in the six months following intervention.
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Affiliation(s)
- Cácia Signori
- Federal University of Pelotas, Graduate Program in Dentistry, Pelotas, Brazil
| | | | - Fausto M Mendes
- University of São Paulo, Graduate Program in Dentistry, São Paulo, Brazil
| | - Mariana M Braga
- University of São Paulo, Graduate Program in Dentistry, São Paulo, Brazil
| | - Niek J M Opdam
- College of Dental Sciences, Preventive and Restorative Dentistry, Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands
| | - Maximiliano S Cenci
- Federal University of Pelotas, Graduate Program in Dentistry, Pelotas, Brazil
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Stamm T, Triller I, Hohoff A, Blanck-Lubarsch M. The tablet computer’s impact on learning and National Dental Examination scores in orthodontics - a mixed-method research. Head Face Med 2019; 15:11. [PMID: 31053159 PMCID: PMC6498559 DOI: 10.1186/s13005-019-0195-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2019] [Accepted: 04/02/2019] [Indexed: 11/10/2022] Open
Abstract
Background To assess the educational impact of a one-to-one tablet PC (TPC) program by analysing university students’ learning skills and related scores of the National Dental Examination (NDE) in Germany. Methods The study design was a mixed-method approach consisting of a survey and a comparison of NDE scores. Students received a loaned non-preloaded and non-managed TPC during three consecutive orthodontic semesters. Usability and learning benefits in clinical and nonclinical settings were assessed by a survey. After the participating students had passed the NDE in a standard period of study, their grades were compared with those of students from the semester prior to TPC introduction. Results One hundred and eight students (36 females and 72 males) received an TPC and participated in the survey. Of these, 53 passed the NDE in a standard period of study. 64 students from the semester before TPC introduction, who passed in the regular period of study, were chosen as non-TPC control group. Survey: Students’ expectations concerning TPC benefits increased significantly after TPC usage (P = 0.000). TPCs were rated more useful for learning at places outside the clinic setting than for inside (P = 0.000). PDFs and communication applications were used more in nonclinical settings (P = 0.008 and 0.000, respectively). NDE scores: Concerning the examination parts relating to theoretical knowledge and clinical knowledge, students with full TPC use achieved higher scores than did those without TPC use (P = 0.006 and 0.002, respectively). Scores for manual skills showed no differences, neither for students with and without TPC, nor within the semester after TPC introduction (P = 1.000). Conclusions This is the first study to analyse a one-to-one TPC program in the orthodontic curriculum and measure the effect of TPC usage on NDE scores. Students’ expectations concerning the TPC benefit in the orthodontic curriculum improved significantly after using the devices. We have shown that NDE scores in theoretical knowledge increased significantly after TPC deployment whereas scores in motor skills remained unchanged. The results suggest that the TPC has a positive learning effect on theoretical knowledge in orthodontics. Trial registration Permission to conduct this study was given by the Ethics Committee of the Department of Medicine of the University of Münster, Germany (2012-12-13).
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Botelho MG, Gao X, Jagannathan N. A qualitative analysis of students' perceptions of videos to support learning in a psychomotor skills course. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2019; 23:20-27. [PMID: 29920878 DOI: 10.1111/eje.12373] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/01/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION This qualitative study analysed students' experiences and perceptions about different types of videos in a psychomotor skills course, relating to clinical knowledge and skills and how they benefited learners in and out of the classroom. METHODS Subjects were recruited from 4th and 5th year dental undergraduate programme. The recruitment was terminated after 24 students participated since data saturation was reached. A semi-structured interview was conducted with each participating student, digitally recorded and transcribed verbatim. A thematic analysis was performed using an inductive approach to identify key themes. RESULTS Four key domains were identified from thematic analysis: functionality and access; learning and understanding; clinical skills preparation and performance and supplementary learning resources. Students perceived videos to be an important and vital learning tool relating to its on-demand access, control of functionality and use for particular needs that is not possible from textbooks or lectures. Video learning materials allows students to clarify knowledge, improve cognitive thinking and enhance revision of theoretical concepts and clinical skills. Two types of video were regarded as particularly useful as students reported being actively and cognitively engaged in the learning content and broadened their clinical experience. In addition, students reported mental preparation of clinical psychomotor skills using their own mental visualisation which enabled them to prepare for the clinical care of their patients. CONCLUSION This qualitative research supports the benefits of learning from videos in relation to convenience of access and functionality of the videos. In addition, it shows novel aspects to learning from videos that are more cognitively engaging and in mental preparation of clinical skills prior to patient care.
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Affiliation(s)
- M G Botelho
- Faculty of Dentistry, University of Hong Kong, Hong Kong SAR, China
| | - X Gao
- Faculty of Dentistry, University of Hong Kong, Hong Kong SAR, China
| | - N Jagannathan
- Faculty of Dentistry, University of Hong Kong, Hong Kong SAR, China
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Thilakumara IP, Jayasinghe RM, Rasnayaka SK, Jayasinghe VP, Abeysundara S. Effectiveness of Procedural Video Versus Live Demonstrations in Teaching Laboratory Techniques to Dental Students. J Dent Educ 2018; 82:898-904. [PMID: 30068780 DOI: 10.21815/jde.018.086] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2017] [Accepted: 12/31/2017] [Indexed: 11/20/2022]
Abstract
Even though the traditional live demonstration method is commonly used in teaching laboratory techniques to dental students, it has many drawbacks. The aim of this study was to assess the acquisition of knowledge, practical skills, and perceptions of dental students who had a live demonstration versus procedural video on arranging artificial teeth. All 79 third-year dental students at a dental school in Sri Lanka, who had no previous experience in arrangement of teeth, were randomly divided into two groups in 2016. Students in group 1 had a live demonstration, while students in group 2 had a video demonstration. A pretest and posttest were conducted to assess the students' knowledge about arrangement of teeth. After one week, students in both groups were requested to arrange teeth, and a practical skills score was given. Following this, a questionnaire was used to assess the students' perceptions regarding their method of learning. Three students in group 1 did not attend the live demonstration, so the results were based on 76 participants: group 1 n=36, group 2 n=40. The results showed no significant difference between the two group's mean pretest scores (p=0.460). However, group 2 showed a statistically significant increase in mean posttest score over its pretest score (p=0.002). This difference was not seen in group 1. There was no significant difference in the mean skills test score for the two groups (p=0.588). These results suggest the procedural video was as good as the live demonstration in teaching the specific task selected for this study. However, when the perceptions of the two groups were compared, the students considered the video as a better teaching tool except when clarification was needed.
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Affiliation(s)
- Indika Priyanthi Thilakumara
- Indika Priyanthi Thilakumara is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; Rasika Manori Jayasinghe is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; Sumudu Kumari Rasnayaka is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; Vajira Pushpa Jayasinghe is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; and Sachith Abeysundara is a member of Department of Statistics and Computer Sciences, Faculty of Science, University of Peradeniya, Sri Lanka
| | - Rasika Manori Jayasinghe
- Indika Priyanthi Thilakumara is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; Rasika Manori Jayasinghe is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; Sumudu Kumari Rasnayaka is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; Vajira Pushpa Jayasinghe is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; and Sachith Abeysundara is a member of Department of Statistics and Computer Sciences, Faculty of Science, University of Peradeniya, Sri Lanka
| | - Sumudu Kumari Rasnayaka
- Indika Priyanthi Thilakumara is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; Rasika Manori Jayasinghe is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; Sumudu Kumari Rasnayaka is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; Vajira Pushpa Jayasinghe is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; and Sachith Abeysundara is a member of Department of Statistics and Computer Sciences, Faculty of Science, University of Peradeniya, Sri Lanka
| | - Vajira Pushpa Jayasinghe
- Indika Priyanthi Thilakumara is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; Rasika Manori Jayasinghe is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; Sumudu Kumari Rasnayaka is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; Vajira Pushpa Jayasinghe is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; and Sachith Abeysundara is a member of Department of Statistics and Computer Sciences, Faculty of Science, University of Peradeniya, Sri Lanka
| | - Sachith Abeysundara
- Indika Priyanthi Thilakumara is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; Rasika Manori Jayasinghe is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; Sumudu Kumari Rasnayaka is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; Vajira Pushpa Jayasinghe is a member of the Faculty of Dental Sciences, University of Peradeniya, Sri Lanka; and Sachith Abeysundara is a member of Department of Statistics and Computer Sciences, Faculty of Science, University of Peradeniya, Sri Lanka
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Mohammadzadeh Akhlaghi N, Khalilak Z, Vatanpour M, Moshari A, Ghaffari S, Namazikhah MS. Students' Knowledge Comprehension after Implementation of Live Conventional Demonstration, Video Teaching and Video-Assisted Instruction Methods in Endodontic Practice. IRANIAN ENDODONTIC JOURNAL 2017; 12:201-204. [PMID: 28512486 PMCID: PMC5431718 DOI: 10.22037/iej.2017.39] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/21/2016] [Revised: 01/20/2017] [Accepted: 01/31/2017] [Indexed: 11/22/2022]
Abstract
INTRODUCTION Video-assisted clinical instruction (VACID) has been found to be a beneficial teaching tool for various fields in dentistry. The aim of this interventional study was to compare the efficacy of live conventional demonstration (CD), video teaching, and VACID (video with explanation) methods in teaching of root canal treatment to undergraduate dental students. METHODS AND MATERIALS Forty-two undergraduate senior dental students participated in this study. The students experienced this course for the first time and were randomly divided into three groups (n=14). Group A attended live CD on a patient; group B watched a professionally produced demonstration video without any verbal explanation during 1 h; and finally group C watched the same video alongside live explanation by a mentor during the 1.5 h (VACID). The whole process was performed by an experienced endodontist on maxillary central incisors. All of The students carried out a multiple choice question exam to evaluate their comprehension. The mean score of the experimental groups were compared using ANOVA test and multiple comparisons were carried out with Tamhane test. The level of significance was set at 0.05. RESULTS There was significant difference among three groups according to the ANOVA test (P<0.05). Group VACID had the highest mean scores. There was significant difference between the groups VACID and VT (P=0.011); no significant differences were found in other inter-group comparisons. CONCLUSION According to the results, VACID may improve the quality of endodontic training in undergraduate dental students.
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Affiliation(s)
- Nahid Mohammadzadeh Akhlaghi
- Department of Endodontic, Cranio-Maxillo_Facial Research Center, Dental Branch, Islamic Azad University, Tehran, Iran;
| | - Zohreh Khalilak
- Department of Endodontic, Dental Branch, Islamic Azad University, Tehran, Iran;
| | - Mehdi Vatanpour
- Department of Endodontic, Dental Branch, Islamic Azad University, Tehran, Iran;
| | - Amirabbas Moshari
- Department of Endodontic, Dental Branch, Islamic Azad University, Tehran, Iran;
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Naseri M, Shantiaee Y, Rasekhi J, Zadsirjan S, Mojtahed Bidabadi M, Khayat A. Efficacy of Video-Assisted Instruction on Knowledge and Performance of Dental Students in Access Cavity Preparation. IRANIAN ENDODONTIC JOURNAL 2016; 11:329-331. [PMID: 27790265 PMCID: PMC5069912 DOI: 10.22037/iej.2016.14] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
INTRODUCTION The conventional method of teaching endodontics has some drawbacks. Due to the small size of the oral cavity, students cannot closely observe the clinical procedure. Use of new teaching modalities such as the intraoral camera may obviate this problem. This study assessed the effect of video-assisted clinical instruction in dentistry (VACID) on dental student's knowledge and performance in access cavity preparation during endodontic treatment. METHODS AND MATERIALS In this interventional study, twenty six undergraduate students were equally divided into two groups and received instructions on access cavity preparation via conventional demonstration (CD) or VACID using intraoral camera plus conventional demonstration. Students' knowledge was assessed before and after the demonstration. The scores obtained by students were compared between the two groups. Data were analyzed using the Mann Whitney U test. RESULTS No significant difference was found between the two groups in knowledge and performance scores of students about pulp chamber removal, under-extension, over-extension, gouging, perforation or finding the main and extra canals. However, use of intraoral camera significantly reduced the number of student visits to instructors for problem solving (P=0.001). CONCLUSION VACID is an effective educational method and as efficient as conventional demonstration in endodontics; as a result it can be used in combination with conventional teaching.
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Affiliation(s)
- Mandana Naseri
- Department of Endodontics, Dental School, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Yazdan Shantiaee
- Department of Endodontics, Dental School, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Javid Rasekhi
- Oral Medicine Department, Dental School, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Saeede Zadsirjan
- Department of Endodontics, Dental School, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Maryam Mojtahed Bidabadi
- Department of Endodontics, Dental School, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Akbar Khayat
- Division of Endodontics, Department of Oral Biological and Medical Sciences, Dental School, University of British Columbia, Canada
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Alqahtani ND, Al-Jewair T, Al-Moammar K, Albarakati SF, ALkofide EA. Live demonstration versus procedural video: a comparison of two methods for teaching an orthodontic laboratory procedure. BMC MEDICAL EDUCATION 2015; 15:199. [PMID: 26537393 PMCID: PMC4634912 DOI: 10.1186/s12909-015-0479-y] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/25/2014] [Accepted: 10/25/2015] [Indexed: 05/21/2023]
Abstract
BACKGROUND To measure the effectiveness of procedural video compared to live demonstration in transferring skills for fabricating orthodontic Adam's Clasp. MATERIALS AND METHODS Forty-nine fourth-year undergraduate male dental students were randomly assigned to two groups. The students in group A (n = 26) attended a live demonstration performed by one faculty, while students in group B (n = 23) watched a procedural video. Both the procedural video and live demonstration described identical steps involved in fabricating the Adam's Clasp. Students in both groups were asked to fabricate an Adam's Clasp in addition to completing a questionnaire, to measure their perceptions and satisfaction with the two teaching methods and lab exercise. Blind assessment was performed by one faculty for both groups. RESULTS The mean students' scores in the fabrication of the Adam's clasp were 6.69 and 6.78 for the live demonstration (group A) and the procedural video (group B), respectively. No significant difference was detected between the two groups (P = 0.864). Statistically significant difference was found in the mean response between the two groups for statement 6 on the questionnaire, "The steps in the teaching method were presented in a clear fashion and were easy to understand". A higher mean response for group B was found compared to group A (P = 0.049). No significant differences were found between the two groups for the other statements (P > 0.05). CONCLUSION Procedural video is equally as effective as a live demonstration. Both methods should be considered in teaching undergraduate orthodontic courses in order to improve the learning experience and to match different learning preferences of students.
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Affiliation(s)
- Nasser D Alqahtani
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, P.O. Box 60169, Riyadh, Zip Code 11545, Saudi Arabia.
| | - Thikriat Al-Jewair
- Department of Preventive Dental Sciences, College of Dentistry, University of Dammam, Dammam, Saudi Arabia.
| | - Khalid Al-Moammar
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, P.O. Box 60169, Riyadh, Zip Code 11545, Saudi Arabia.
| | - Sahar F Albarakati
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, P.O. Box 60169, Riyadh, Zip Code 11545, Saudi Arabia.
| | - Eman A ALkofide
- Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, P.O. Box 60169, Riyadh, Zip Code 11545, Saudi Arabia.
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