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Niekrenz L, Spreckelsen C. How to design effective educational videos for teaching evidence-based medicine to undergraduate learners - systematic review with complementing qualitative research to develop a practicable guide. MEDICAL EDUCATION ONLINE 2024; 29:2339569. [PMID: 38615337 PMCID: PMC11017999 DOI: 10.1080/10872981.2024.2339569] [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: 04/24/2023] [Accepted: 04/03/2024] [Indexed: 04/16/2024]
Abstract
BACKGROUND eLearning can be an effective tool to achieve learning objectives. It facilitates asynchronous distance learning, increasing flexibility for learners and instructors. In this context, the high educational value of videos provides an invaluable primary component for longitudinal digital curricula, especially for maintaining knowledge on otherwise rarely taught subjects. Although literature concerning eLearning evaluation exists, research comprehensively describing how to design effective educational videos is lacking. In particular, studies on the requirements and design goals of educational videos need to be complemented by qualitative research using grounded theory methodology. METHODS Due to the paucity of randomized controlled trials in this area, there is an urgent need to generate recommendations based on a broader fundament than a literature search alone. Thus, the authors have employed grounded theory as a guiding framework, augmented by Mayring's qualitative content analysis and commonly used standards. An adaptive approach was conducted based on a literature search and qualitative semi-structured interviews. Drawing on these results, the authors elaborated a guide for creating effective educational videos. RESULTS The authors identified 40 effective or presumedly effective factors fostering the success of video-based eLearning in teaching evidence-based medicine, providing a ready-to-use checklist. The information collected via the interviews supported and enriched much of the advice found in the literature. DISCUSSION To the authors' knowledge, this type of comprehensive guide for video-based eLearning needs has not previously been published. The interviews considerably contributed to the results. Due to the grounded theory-based approach, in particular, consensus was achieved without the presence of a formal expert panel. Although the guide was created with a focus on teaching evidence-based medicine, due to the general study selection process and research approach, the recommendations are applicable to a wide range of subjects in medical education where the teaching aim is to impart conceptual knowledge.
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Affiliation(s)
- Lukas Niekrenz
- Institute of Medical Informatics, University Hospital Aachen, RWTH Aachen University, Aachen, Germany
| | - Cord Spreckelsen
- Institute of Medical Statistics, Computer and Data Sciences, Jena University Hospital, Friedrich Schiller University Jena, Jena, Germany
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Wu T, Xia H, Sun W, Ge Y, Liu C, He F, Cheng T, Zhao Y, Chen S. Effectiveness of a flipped classroom for undergraduate in implant dentistry hands-on course. BMC MEDICAL EDUCATION 2024; 24:545. [PMID: 38750537 PMCID: PMC11097408 DOI: 10.1186/s12909-024-05536-6] [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: 10/09/2023] [Accepted: 05/08/2024] [Indexed: 05/18/2024]
Abstract
PURPOSE The purpose of this study was to compare the learning in the implant dentistry hands-on course to that of the flipped classroom (FC) and the traditional lecture cohorts (control). MATERIALS AND METHODS In this study,80 students were enrolled for the first time in an implant dentistry program. Subsequently, they were divided into two groups. The first, the FC group, which had free access to a video with a PowerPoint presentation on the Chaoxing-WHU-MOOC platform about the implant placement on first molar sites before class. The second, the control group, which attended a didactic lecture describing implant practice on the first molar site via a bidirectional multimedia interactive teaching demonstration and then operated on a simulation model. Cone beam computed tomography (CBCT) and the deviation gauge were utilized to analyze the accuracy of the implant placement in the students' models. An online satisfaction questionnaire was distributed to both groups one week after the class. RESULTS The linear deviation of the CBCT examination did not show any statistical difference between the two groups concerning cervical, apex, and angular. A significant buccal deviation was observed in the control group compared with the FC group (mean: 0.7436 mm vs. 0.2875 mm, p = 0.0035), according to the restoration-level deviation gauge. A total of 74.36% of students in the FC group placed implant within 0.5 mm buccal-to-lingual deviations, but only 41.03% of students in the control group reached within 0.5 mm buccal-to-lingual deviation ranges. Additionally, 91.67% of the students in the FC group and 97.5% of the students in the control group were satisfied with the practical implant class. CONCLUSION FC was more effective than a didactic lecture for implant dentistry practical skill acquisition.
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Affiliation(s)
- Tao Wu
- State Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan University, 237 Luoyu Road, Wuhan, 430079, P. R. China
- Center for Prosthodontics and Implant Dentistry, Optics Valley Branch, School and Hospital of Stomatology, Wuhan University, Wuhan, 430079, P. R. China
| | - Haibin Xia
- State Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan University, 237 Luoyu Road, Wuhan, 430079, P. R. China
- Department of Oral Implantology, School &Hospital of Stomatology, Wuhan University, Wuhan, 430079, P.R. China
| | - Wei Sun
- State Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan University, 237 Luoyu Road, Wuhan, 430079, P. R. China
- Department of Oral Implantology, School &Hospital of Stomatology, Wuhan University, Wuhan, 430079, P.R. China
| | - Yan Ge
- Department of Oral Implantology, School &Hospital of Stomatology, Wuhan University, Wuhan, 430079, P.R. China
| | - Chun Liu
- State Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan University, 237 Luoyu Road, Wuhan, 430079, P. R. China
| | - Fengxiao He
- State Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan University, 237 Luoyu Road, Wuhan, 430079, P. R. China
| | - Tiange Cheng
- State Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan University, 237 Luoyu Road, Wuhan, 430079, P. R. China
| | - Yi Zhao
- State Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan University, 237 Luoyu Road, Wuhan, 430079, P. R. China.
- Department of Prosthodontics, School &Hospital of Stomatology, Wuhan University, Wuhan, 430079, P. R. China.
| | - Si Chen
- State Key Laboratory of Oral & Maxillofacial Reconstruction and Regeneration, Key Laboratory of Oral Biomedicine Ministry of Education, Hubei Key Laboratory of Stomatology, School & Hospital of Stomatology, Wuhan University, 237 Luoyu Road, Wuhan, 430079, P. R. China.
- Department of Oral Implantology, School &Hospital of Stomatology, Wuhan University, Wuhan, 430079, P.R. China.
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Tricio JA, Vicuña DP, Vicuña FP, Aravena JE, Naranjo CA, Orsini CA. Dental students' perceptions and educational impact of preclinical interactive videos compared and in combination with live demonstrations. J Dent Educ 2023; 87:1449-1457. [PMID: 37400108 DOI: 10.1002/jdd.13291] [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: 03/29/2023] [Revised: 05/15/2023] [Accepted: 05/31/2023] [Indexed: 07/05/2023]
Abstract
OBJECTIVE To study the utility of simulation videos with embedded quiz items compared and in combination with live hands-on demonstrations of dental procedures. METHODS Thirty-three videos with embedded items were developed to help students understand the procedures they had to practice in the simulation laboratory. Videos were uploaded to the university LMS platform for students to watch and complete the embedded items as many times as they liked. All 76 students from 2021 and 73 from 2022 Integrated Dentistry III courses were invited to participate in the study. Practical (OSCE) and theoretical (MCQ) exam grades of the 2021 academic year, when interactive videos replaced live demonstrations, were collected and compared to those of the previous years (2017-2020) when only live demonstrations were performed, as were those from the 2022 academic year, when videos were complemented with hands-on live demonstrations. At the end of each year, a perception questionnaire was voluntarily completed by the students. RESULTS Assessment grades were significantly higher in the 2021 academic year when interactive videos were incorporated versus the 2017-2020 period when only live demonstrations were performed. However, the combination of interactive videos with live demonstrations performed during 2022 showed the highest exam grades. Seventy-nine percent of students answered the questionnaire, highly valued the utility of the interactive videos and liked the embedded items. Overall, they stated that they learned from the videos. CONCLUSIONS Interactive videos of preclinical procedures with embedded items combined with live demonstrations can significantly enhance students' learning and are valued by students.
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Affiliation(s)
- Jorge A Tricio
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
| | - Daniela P Vicuña
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
| | - Félix P Vicuña
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
| | - Jaime E Aravena
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
| | - Claudia A Naranjo
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
| | - César A Orsini
- Facultad de Odontología, Universidad de los Andes Chile, Santiago, Chile
- Norwich Medical School, University of East Anglia, Norwich, UK
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Xu QR, Wu PZ, Du JZ, Zhuang WJ, He XT, Ma YY, Zeng D, Liang YK, Xu XY, Xie L, Lin HY. Online short videos promoting public breast cancer literacy: a pretest-posttest control group trial on efficiency, attitude, and influencing factors. Front Public Health 2023; 11:1198780. [PMID: 37397762 PMCID: PMC10310936 DOI: 10.3389/fpubh.2023.1198780] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2023] [Accepted: 05/30/2023] [Indexed: 07/04/2023] Open
Abstract
Background Short videos on social media are playing an increasingly important role in cancer health education today. It is important to explore how the actual communication effect of health videos and the knowledge absorption of users are influenced by different factors of the video creation process. Objective The objective of our study is to access the factors influencing breast cancer health education through short videos on efficiency and quality. Methods Three pairs of videos about breast health were created and participants completed questionnaires before and after watching the videos. A paired t-test was used to analyze within-group change scores. RM-ANOVA was used to assess the relationship between the pretest, posttest, and three variables. Results Watching short videos can significantly increase viewers' knowledge of related health topics (p < 0.05). The viewers' concentration level while watching was significantly higher for the video with background music (BGM) than for the video without BGM (p = 0.006). The viewers' willingness to share was significantly higher for the video with a progress bar than for the video without a progress bar (p = 0.02). Using an interpreter wearing a doctor's uniform instead of casual wear and setting a progress bar can significantly improve the efficiency of knowledge absorption (p < 0.05). Conclusion A uniformed interpreter, BGM and a progress bar are factors influencing the efficiency of short health videos. They can be applied in video making to explore better ways of promoting cancer health education in the new mobile Internet environment.
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Affiliation(s)
- Qian-Rui Xu
- Department of Thyroid and Breast Surgery, Clinical Research Center, The First Affiliated Hospital of Shantou University Medical College, Shantou, China
| | - Pei-Zhu Wu
- Department of Thyroid and Breast Surgery, Clinical Research Center, The First Affiliated Hospital of Shantou University Medical College, Shantou, China
| | - Jia-Zi Du
- Department of Thyroid and Breast Surgery, Clinical Research Center, The First Affiliated Hospital of Shantou University Medical College, Shantou, China
| | - Wen-Jun Zhuang
- Cheung Kong School of Journalism and Communication, Shantou University, Shantou, China
| | - Xiao-Tong He
- Cheung Kong School of Journalism and Communication, Shantou University, Shantou, China
| | - Yong-Yong Ma
- Cheung Kong School of Journalism and Communication, Shantou University, Shantou, China
| | - De Zeng
- Department of Medical Oncology, Cancer Hospital of Shantou University Medical College, Shantou, China
| | - Yuan-Ke Liang
- Department of Thyroid and Breast Surgery, Clinical Research Center, The First Affiliated Hospital of Shantou University Medical College, Shantou, China
| | - Xiao-Yang Xu
- Cheung Kong School of Journalism and Communication, Shantou University, Shantou, China
| | - Lei Xie
- Department of Radiology, The First Affiliated Hospital of Shantou University Medical College, Shantou, China
| | - Hao-Yu Lin
- Department of Thyroid and Breast Surgery, Clinical Research Center, The First Affiliated Hospital of Shantou University Medical College, Shantou, China
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Edpuzzle versus Moodle: Learning Tools in Pediatric Dentistry Practice: A Study Pilot. Healthcare (Basel) 2022; 10:healthcare10122548. [PMID: 36554070 PMCID: PMC9777943 DOI: 10.3390/healthcare10122548] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Revised: 12/13/2022] [Accepted: 12/14/2022] [Indexed: 12/23/2022] Open
Abstract
The aim of the present study was to compare the results of two educational platforms for the development of Flipped Learning (FL) in the preclinical practices of paediatric dentistry: Edpuzzle and Moodle 3.4. Methods: Fifty students filled out a questionnaire on knowledge of pulp treatments in primary dentition (Pre-Q). They were divided into two groups: one watched a video on the pulpotomy technique before preclinical practice using Moodle 3.4 (group A) and the other used Edpuzzle (group B). On the day of practice, the students resolved any doubts with the teacher. Next, they performed a pulpotomy on an artificial tooth and answered the questionnaire again (Post-Q) together with a satisfaction survey. Results: In both groups, an increase in the number of correct answers was found in the Post-Q compared to the Pre-Q (p < 0.001), but with no significant differences between groups. The pulpotomy practice ratings were higher in group B, which used Edpuzzle (p < 0.001). In the satisfaction survey, we only found significant differences (p = 0.003) in access to the video, since 100% of the students in group A found it easy to view it through Moodle, unlike in group B. Conclusions: Our results suggest that the use of educational platforms specially designed for FL, such as Edpuzzle, can improve the qualifications of students in paediatric dentistry practices.
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Arqub SA, Waleed M, Al-Abedalla K, Iverson MG, Uribe F. Insight on the influence of technology-enhanced learning in orthodontics' education: A systematic review. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022. [PMID: 36250284 DOI: 10.1111/eje.12861] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Revised: 09/06/2022] [Accepted: 09/22/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVES Technology-enhanced learning (TEL) provides a pliable and current way to present orthodontic curriculum material to students. This review aimed to assess the effectiveness of TEL compared with traditional learning methods in the field of orthodontics. MATERIALS AND METHODS The search comprised randomised controlled trials (RCTs) related to orthodontics' interactive learning from the following databases: PubMed, Scopus, CENTRAL, Psyclnfo, ERIC, Web of Science, Dissertations and Theses Global. Two authors performed the screening, data extraction and assessed risk of bias using the Cochrane tool (Rob 2) blindly and in duplicate. Kirkpatrick's 4-level evaluation model was used to evaluate educational outcomes. RESULTS A total of 3131 records were identified of which 11 RCT were included. On level 1 (Reaction), students had a positive attitude towards TEL. On level 2 (Learning), included studies did not report any significant knowledge improvement when TEL was compared with traditional learning strategies. One study assessed level 3 (Behaviour), where students felt that flipped classroom learning created feelings of greater confidence. On level 4 (Results), most studies suggested that TEL tools are as equally effective in imparting information as traditional tools and recommended that both methods should be considered in teaching students. CONCLUSION Technology-enhanced learning techniques might have the potential to enhance educational outcomes in orthodontic education and students seem to enjoy the implementation of technology in the learning process. These educational tools should be used as an adjunct to the traditional didactic classroom, and not as a replacement, due to the challenges encountered with their application.
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Affiliation(s)
- Sarah Abu Arqub
- Department of Orthodontics, University of Florida, Gainesville, Florida, USA
| | - Mahdi Waleed
- Department of Oral Maxillofacial Surgery, Oral Medicine and Periodontology, School of Dentistry, The University of Jordan, Amman, Jordan, USA
| | - Khadijeh Al-Abedalla
- Department of Oral Maxillofacial Surgery, Oral Medicine and Periodontology, School of Dentistry, The University of Jordan, Amman, Jordan, USA
| | - Marissa G Iverson
- L.M. Stowe Library, University of Connecticut Health, Farmington, Connecticut, USA
| | - Flavio Uribe
- Division of Orthodontics, Department of Craniofacial Sciences, University of Connecticut Health, Farmington, Connecticut, USA
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Martínez-Melo K, Bermeo-Escalona JR, Gidi Y Torres ME, Cerda-Cristerna BI. A homemade simulation model improves the impact of e-learning for the practical administration of dental anaesthesia. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022. [PMID: 36201359 DOI: 10.1111/eje.12855] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2022] [Revised: 06/20/2022] [Accepted: 09/06/2022] [Indexed: 06/16/2023]
Abstract
INTRODUCTION A simulation model improves the learning of dental anaesthesia in dental students. This study explored first, the making at home of a dental anaesthesia simulation model by dental students, and second, the impact of that simulation model on the learning of dental students following an online course. We compared the level of knowledge, the level of perception of confidence to perform the basic injection technique (BIT) of dental anaesthesia, and the level of attitude towards e-learning of the BIT between a group of dental students who had an online course with a home-made dental anaesthesia simulation model (HMDASM) and a group of dental students who did not use that model. MATERIALS AND METHODS A group of participants (n = 28) used the HMDASM to learn the BIT with an e-learning course. Another group of participants (n = 28) followed the same e-learning course, but that group used a lemon to practise the BIT. The two groups answered questionnaires that explored the level of theoretical knowledge on the BIT, the level of perception of confidence to perform the BIT, and the level of attitude towards e-learning of the BIT. Questionnaire scores from each group were compared by a Student's t-test (p ≤ .05). RESULTS The group that used the HMDASM had a level of knowledge similar to that of the other group (p > .05). The group that used the HMDASM had a level of perception of confidence to perform the BIT and a level of attitude towards online learning of the BIT higher than those of the group that did not use the simulation model (p < .05). CONCLUSION The use of a HMDASM had a positive effect on dental students following an online course to learn the BIT.
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Affiliation(s)
- Karla Martínez-Melo
- Universidad Veracruzana, Region Orizaba-Córdoba, School of Dentistry, Orizaba-Córdoba, Mexico
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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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Färber CM, Lemos M, Said Yekta-Michael S. Effect of an endodontic e-learning application on students' performance during their first root canal treatment on real patients: a pilot study. BMC MEDICAL EDUCATION 2022; 22:394. [PMID: 35606729 PMCID: PMC9124745 DOI: 10.1186/s12909-022-03463-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2022] [Accepted: 05/10/2022] [Indexed: 06/01/2023]
Abstract
BACKGROUND E-learning has found its way into dental teaching in general and endodontic teaching in particular. The present study aimed to implement a newly developed multimedia learning application and assess its effect on students' first root canal treatment on real patients. With the COVID-19 outbreak, the application's performance was investigated during the pandemic. METHODS A total of 138 students in the initial clinical endodontic course participated in this study. The control group (n = 49) followed the traditional curriculum, including practice on artificial teeth and face-to-face teaching events. In addition to the traditional curriculum, test group 1 (n = 54) had access to an endodontic e-learning application containing videos demonstrating artificial teeth and patient cases. With the COVID-19 outbreak, test group 2 (n = 35) had no face-to-face teaching; however, endodontic patient treatments were included. The quality of students' first root canal treatment on real patients was compared using performance and radiographic assessment items. Statistical analysis was done using Kruskal-Wallis and chi-squared tests. Test groups received a questionnaire to assess the learning application. Test group 2 also completed a COVID-19-specific survey to measure students' perceptions of how the pandemic affected their endodontic education. RESULTS The results of endodontic treatments were significantly better for test group 1 (P < 0.001) and 2 (P < 0.001) than for the control group. Likewise, there were significantly fewer treatment errors in test group 1 (P < 0.001) and 2 (P < 0.001). No significant differences were found between test groups 1 and 2. Students of the test groups positively evaluated the e-learning application. Students of test group 2 expressed their fear of negative impacts on their course performance. CONCLUSION The e-learning application was well-received and seemed to improve endodontic education. The results imply that the quality of education may be maintained by implementing e-learning to compensate for face-to-face teaching. As no difference was found between online and face-to-face teaching, students' and lecturers' concerns that endodontic education is suffering because of the pandemic may be eased.
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Affiliation(s)
- Christoph Maria Färber
- Department for Operative Dentistry, Periodontology and Preventive Dentistry, RWTH Aachen University, Pauwelsstrasse 30, 52074, Aachen, Germany
| | - Martin Lemos
- Audiovisual Media Center, Medical Faculty, RWTH Aachen University, Pauwelsstraße 30, 52074, Aachen, Germany
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Gallardo NE, Caleya AM, Sánchez ME, Feijóo G. Learning of paediatric dentistry with the flipped classroom model. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:302-309. [PMID: 34143520 DOI: 10.1111/eje.12704] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/27/2020] [Revised: 02/06/2021] [Accepted: 06/06/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The flipped classroom (FC) is a pedagogical model that can be very useful in obtaining a dentistry degree. The main objective of this study was to compare learning between student groups introducing FC in the area of paediatric dentistry at the Complutense University of Madrid in 2019. MATERIALS AND METHODS In this study, 76 students enrolled for the first time in the Pediatric Dentistry programme and completed a questionnaire (pre-Q) regarding specific theoretical knowledge about pulpotomies. Subsequently, they were divided into two groups: group A, which had free access before the class to an explanatory video about the indications and techniques of pulpotomy and group B, which viewed the same video only one time in class. After that, all students completed the same questionnaire (post-Q) again and a survey on the degree of satisfaction about the teaching method. RESULTS The differences in score between the post-Q and pre-Q in group A had a mean (SD) value of 3.5 (2.4) and in group B, a mean (SD) of 2.5 (2.2), with a p value of .07. In questions 3, 5 and 8, learning was greater in the experimental group (p = .007, p = .02 and p = .001, respectively). For 74.4% of the students in group A, accessing the video previous to the class was a very useful tool. CONCLUSIONS These results suggest that implementing FC in paediatric dentistry classes help students to acquire more theoretical knowledge, which is necessary before practical teaching.
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Affiliation(s)
- Nuria E Gallardo
- Department of Dental Clinical Specialties, Faculty of Dentistry, Complutense University of Madrid, Madrid, Spain
| | - Antonia M Caleya
- Department of Dental Clinical Specialties, Faculty of Dentistry, Complutense University of Madrid, Madrid, Spain
| | - Maria Esperanza Sánchez
- Department of Dental Clinical Specialties, Faculty of Dentistry, Complutense University of Madrid, Madrid, Spain
| | - Gonzalo Feijóo
- Department of Dental Clinical Specialties, Faculty of Dentistry, Complutense University of Madrid, Madrid, Spain
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Enhancement of Skill Competencies in Operative Dentistry Using Procedure-Specific Educational Videos (E-Learning Tools) Post-COVID-19 Era-A Randomized Controlled Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19074135. [PMID: 35409816 PMCID: PMC8999006 DOI: 10.3390/ijerph19074135] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/06/2022] [Revised: 03/25/2022] [Accepted: 03/28/2022] [Indexed: 12/27/2022]
Abstract
E-learning has completely transformed how people teach and learn, particularly in the last three pandemic years. This study evaluated the effectiveness of additional procedure-specific video demonstrations through E-learning in improving the knowledge and practical preclinical skills acquisition of undergraduate dental students in comparison with live demonstration only. A randomized controlled trial was conducted for the second-year dental students in the College of Dentistry, Jouf University, to evaluate the impact of E-learning-assisted videos on preclinical skill competency levels in operative dentistry. After a brief introduction to this study, the second-year male and female students voluntarily participated in the survey through an official college email. Fifty participants were enrolled in the study after obtaining informed consent. The participants were randomly divided into two groups, twenty-five each. The control group (Group A) was taught using traditional methods, and the intervention group (Group B) used E-learning-assisted educational videos and traditional techniques. An objective structured practical examination (OSPE) was used to assess both groups. The faculty members prepared a structured, standardized form to evaluate students. After OSPE, statistical analysis was done to compare the grades of OSPE between Group A and Group B. Logistic regression analysis was done to express the effect of components of the OSPE on gender, cumulative gross point average (CGPA), Group A and Group B. The results showed a significant difference in the experimental groups after the intervention (p < 0.000). The simulator position parameter demonstrated that the participants had a significant competence level after the intervention by procedure-specific videos (p < 0.000) and an exponential value of 6.494. The participants taught by E-learning-assisted procedure-specific videos and traditional teaching strategies demonstrated an enhanced learning and skill competency level than participants who used only traditional teaching strategies.
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Epidural Catheterization in Obstetrics: A Checklist-Based Video Assessment of Free Available Video Material. J Clin Med 2022; 11:jcm11061726. [PMID: 35330050 PMCID: PMC8953318 DOI: 10.3390/jcm11061726] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2022] [Revised: 03/12/2022] [Accepted: 03/16/2022] [Indexed: 11/16/2022] Open
Abstract
Epidural catheterization has become an indispensable part of modern pain therapy, for example, in obstetrics. Learning how to master this skill is an important competency. Videos are among the information sources with the highest information content for learning such skills. The present study aims to analyze videos regarding epidural catheter placement provided on the YouTube platform based on a validated checklist. An expert workshop selected crucial items for learning epidural catheterization in obstetrics. Items were identified and optimized in a five-step testing process. Using this checklist, videos from YouTube were evaluated by eleven health care professionals. Sixteen videos were identified and analyzed. Concerning the catheterization-specific part of the checklist, only two videos showed satisfactory quality. In the didactic part, eleven out of 21 items reached a mean score >50% of the points. Regarding interrater reliability, the catheterization-specific checklist was shown to be substantial (Fleiss’ kappa = 0.610), and the didactic part was shown to be fair (Fleiss’ kappa = 0.401). Overall, standard monitoring and appropriate aseptic technique were followed in only 42% and 49% for the procedure. There was a significant correlation between the runtime and the content quality (p < 0.001). No correlation could be found in terms of platform rating parameters. The video quality varied highly in terms of the requirements of this practical skill. The majority appear unsuitable for self-study due to serious errors and deficiencies regarding patient safety. However, there is no quality control on free platforms. Accordingly, it is difficult to identify suitable videos for educational purposes.
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da Silveira CR, Miamoto Dias PE, Oenning AC, de Brito Junior RB, Turssi CP, Oliveira LB. Digital anatomy table in teaching-learning process of the temporomandibular joint anatomy. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:131-137. [PMID: 33735486 DOI: 10.1111/eje.12680] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2020] [Revised: 09/01/2020] [Accepted: 03/12/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The use of teaching resources and digital objects has gradually been incorporated into dental schools. This study aimed to evaluate the digital anatomy table in teaching-learning process of the temporomandibular joint (TMJ) anatomy and the student's perception regarding this resource. MATERIALS AND METHODS A cross-sectional study was conducted on 41 undergraduate dental students. Knowledge assessment tests were applied at different time intervals: before and after the TMJ theoretical class, after the practical class on prosected specimens and after the use of digital anatomy table. The medians of the scores obtained in the three groups (theoretical class, practical class and digital table) were descriptively analysed and submitted to Wilcoxon, Kruskal-Wallis and Student-Newman-Keuls statistical tests. The perception survey was conducted at the end of the study. RESULTS When the teaching strategies were compared amongst each other, the medians of the scores with the digital anatomy table were significantly higher than after the theoretical and practical classes. At the end of the research, there were no differences amongst the three groups (theoretical class, practical class and digital table). Regarding the perception, the majority of the students reported that the digital anatomy table helped them to understand the content of the theoretical class. CONCLUSION It was concluded that learning with the use of the digital anatomy table did not increase the knowledge of dental students with respect to the TMJ anatomy. The students' perceptions of the digital anatomy table were positive and that it could be used as an additional resource in the teaching-learning process.
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Affiliation(s)
| | | | | | | | - Cecilia Pedroso Turssi
- Division of Cariology and Restorative Dentistry, Faculdade São Leopoldo Mandic, Campinas, Brazil
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Burton R. Nursing Students Perceptions of Using YouTube to Teach Psychomotor Skills: A Comparative Pilot Study. SAGE Open Nurs 2022; 8:23779608221117385. [PMID: 35923914 PMCID: PMC9340322 DOI: 10.1177/23779608221117385] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2022] [Revised: 07/10/2022] [Accepted: 07/16/2022] [Indexed: 11/17/2022] Open
Abstract
Introduction Current techniques to teach psychomotor skills to nursing students involve
the traditional modeled performance by an instructor followed by rote
memorization and practice. This outdated model presents many issues
including no reference to refer back to, lacks technology integration, and
only meets a few learning styles. A developmental study utilizing the social
media platform YouTube was examined to gain student’s perspective on this as
a teaching tool to assist in skill acquisition. Objective Do nursing students, who are enrolled in a Bachelor of Science Nursing (BSN)
program and who are taught psychomotor nursing skills via demonstration on
the social media platform YouTube, prefer this technology to traditional
demonstration, and to evaluate their overall perceptions of YouTube? Methods Data collection was done utilizing a nursing cohort enrolled in a BSN
program. Participants were split into two groups. The control group was
taught intravenous (IV) skills in the traditional teacher demonstration
followed by practice. Experimental group was given access to a YouTube video
series consisting of the identified IV skills. After testing for competency
was concluded, control group was given access to the videos. A questionnaire
was developed and sent out for evaluation. Results Participants reported that their preferred learning style when learning new
nursing skills was visual (41.7%) followed by a combination of visual,
tactile, and auditory (41.7%). All respondents (100%) reported YouTube
videos increased their learning. Respondents (100%) also noted that having
access to the videos better prepared them. In experimental group, all
participants (100%) watched the videos, and in the control group, only
(16.7%) of students watched the videos after the skill had been learned. Conclusion Results demonstrated that students prefer YouTube videos when learning new
skills. They reported feeling better prepared to learn. YouTube is a
potential way to increase skill acquisition and integrate technology into
the nursing curriculum.
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Chan E, Botelho MG, Wong GTC. A flipped classroom, same-level peer-assisted learning approach to clinical skill teaching for medical students. PLoS One 2021; 16:e0258926. [PMID: 34679098 PMCID: PMC8535182 DOI: 10.1371/journal.pone.0258926] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2021] [Accepted: 10/11/2021] [Indexed: 11/30/2022] Open
Abstract
BACKGROUND Clinical procedural skills are vital components of medical education. Increased student intake and limited capacity of medical schools necessitate more efficient ways to deliver clinical skill teaching. This study employed a flipped classroom, peer-assisted learning approach to deliver clinical skill teaching. It aimed to determine the influence of pre-class demonstration video watching and in-class student-student interactions on clinical skill acquisition. METHODS In 2017, a cohort of 205 medical students in their penultimate year of undergraduate medical study were recruited, and they learned bag mask ventilation and intravenous cannulation during this study. The participants watched a demonstration video before class, and then underwent self-directed practice as triads. Afterwards, each participant video-recorded their skill performance and completed post-class questionnaires. The videos were evaluated by two blinded assessors. RESULTS A hundred and thirty-one participants (63.9%) completed the questionnaire. For bag mask ventilation, participants who claimed to have watched the corresponding demonstration video before class achieved higher performance scores (those who watched before class: 7.8 ± 1.0; those who did not: 6.3 ± 1.7; p < 0.01). For intravenous cannulation, while there is no significant difference in performance scores (those who watched before class: 14.3 ± 1.3; those who did not: 14.1 ± 1.4; p = 0.295), those who watched the video before class received less interventions from their peers during triad practice (those who watched before class: 2.9 ± 1.8; those who did not: 4.3 ± 2.9; p < 0.05). The questionnaire results showed that most participants preferred the new approach of clinical skill teaching and perceived it to be useful for skill acquisition. CONCLUSION The flipped classroom, same-level peer-assisted learning model is potentially an effective way to address the current challenges and improve the efficiency of clinical procedural skill teaching in medical schools.
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Affiliation(s)
- Enoch Chan
- Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong SAR, China
| | - Michael George Botelho
- Division of Restorative Dental Sciences, Faculty of Dentistry, The University of Hong Kong, Pokfulam, Hong Kong SAR, China
| | - Gordon Tin Chun Wong
- Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong SAR, China
- Department of Anaesthesiology, The University of Hong Kong, Pokfulam, Hong Kong SAR, China
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Kruse C, Schlafer S, Pedersen K. A comparison of video-based and slide-based teaching before hands-on rubber dam application: A quantitative and qualitative study. J Dent Educ 2021; 86:334-342. [PMID: 34599507 DOI: 10.1002/jdd.12800] [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: 05/22/2021] [Revised: 08/23/2021] [Accepted: 09/08/2021] [Indexed: 11/06/2022]
Abstract
PURPOSE/OBJECTIVES Instructional videos may demonstrate the execution of complex clinical procedures and the cooperation between members of the dental team better than traditional slide-based teaching materials. The aim of the present study was to compare the effect of a procedural video on student ratings to a traditional still-image-based presentation in a course on rubber dam application. METHODS In a randomized, double-blind, parallel arm design, participants (46 dental students) completed a seven-item, five-step Likert-scale questionnaire at baseline (t1), after a video-based or slide-based demonstration of rubber dam application (t2) and after hands-on training (t3). The students' judgement on the benefits of rubber dam (items 1-3), their motivation to use rubber dam (item 4), their self-efficacy (items 5-6) and their expected use of the teaching material (item 7) were assessed. Changes in the students' individual answers were analyzed for each item and comparison between intervention groups made. Moreover, the impact of the teaching format on in-class discussions was analyzed qualitatively using a thematic approach RESULTS: Both interventions arose comparable significant improvement in the students' Likert-scale ratings from t1 to t2, and again from t2 to t3. No significant differences between intervention groups were found in the students' ratings or in the qualitative analysis. CONCLUSIONS Procedural videos have proven to be a valuable learning aid in a variety of teaching formats, but in the context of a live lecture, they may not constitute an improvement over traditional text- and still-image-based presentations.
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Affiliation(s)
- Casper Kruse
- Section for Oral Radiology, Department of Dentistry and Oral Health, Aarhus University, Denmark
| | - Sebastian Schlafer
- Section for Oral Ecology and Caries Control, Department of Dentistry and Oral Health, Aarhus University, Denmark
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Sterz J, Tückmantel PR, Bepler L, Stefanescu MC, Gramlich Y, Flinspach A, Rüsseler M. [Development and validation of a checklist for evaluating videos for learning resuscitation measures]. Med Klin Intensivmed Notfmed 2021; 117:525-530. [PMID: 34468770 PMCID: PMC9553819 DOI: 10.1007/s00063-021-00857-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Accepted: 07/22/2021] [Indexed: 11/25/2022]
Abstract
BACKGROUND Well-performed resuscitation measures can improve the outcome in the event of cardiovascular arrest. Medical students often use teaching videos to learn practical skills. Studies confirmed the often inadequate quality of the videos on resuscitation available on the Internet. An evaluation using a validated checklist based on the current guidelines has so far been lacking. OBJECTIVE The development and validation of a checklist for evaluating instructional videos on resuscitation. MATERIAL AND METHODS In an expert workshop, checklist items were formulated based on the current guidelines. The checklist was tested by emergency physicians in a 4-step review process. The evaluations were analyzed and the items adjusted and specified if necessary. After the review process was completed, the checklist was applied to 74 videos on the topic of resuscitation. RESULTS The checklist consists of 25 items in 4 categories (initial measures, chest compression, AED use, breathing), which are rated on a 3-level Likert scale. A total of 16 emergency doctors participated in the study and rated an average of 9.3 ± 5.7 videos each. The reviewers agreed in 65.1 ± 12.6% of the cases. The highest agreement was achieved in the subtopic AED, with the item "do not touch patients in shock" having the highest agreement. The items in the thoracic compression category were most often rated differently. CONCLUSION For the first time, a checklist for evaluating instructional videos for resuscitation was created and validated for German-speaking countries.
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Affiliation(s)
- J Sterz
- Klinik für Unfall‑, Hand- und Wiederherstellungschirurgie, Universitätsklinikum Frankfurt, Goethe-Universität, Theodor-Stern-Kai 7, 60590, Frankfurt, Deutschland
- Frankfurter Interdisziplinäres Simulationstraining, Fachbereich 16, Goethe-Universität, Frankfurt am Main, Deutschland
| | - P R Tückmantel
- Frankfurter Interdisziplinäres Simulationstraining, Fachbereich 16, Goethe-Universität, Frankfurt am Main, Deutschland
| | - L Bepler
- Frankfurter Interdisziplinäres Simulationstraining, Fachbereich 16, Goethe-Universität, Frankfurt am Main, Deutschland
| | - M C Stefanescu
- Frankfurter Interdisziplinäres Simulationstraining, Fachbereich 16, Goethe-Universität, Frankfurt am Main, Deutschland
| | - Y Gramlich
- Abteilung für Unfallchirurgie und Orthopädische Chirurgie, BG Unfallklinik Frankfurt am Main, Frankfurt am Main, Deutschland
| | - A Flinspach
- Klinik für Anästhesiologie, Intensivmedizin und Schmerztherapie, Universitätsklinikum Frankfurt, Goethe-Universität, Frankfurt, Deutschland
| | - M Rüsseler
- Klinik für Unfall‑, Hand- und Wiederherstellungschirurgie, Universitätsklinikum Frankfurt, Goethe-Universität, Theodor-Stern-Kai 7, 60590, Frankfurt, Deutschland.
- Frankfurter Interdisziplinäres Simulationstraining, Fachbereich 16, Goethe-Universität, Frankfurt am Main, Deutschland.
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Rauch A, Jahn F, Roesner A, Hahnel S, Schierz O. Impact of the DC/TMD instructional video on the practical skills of undergraduate students-A single-blinded, randomized controlled trial. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2021; 25:435-441. [PMID: 33053252 DOI: 10.1111/eje.12618] [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: 06/10/2020] [Revised: 09/06/2020] [Accepted: 09/29/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Competencies in the clinical examination of patients with temporomandibular disorders (TMD) can be achieved by self-instruction. This study aimed to identify the impact of the Diagnostic Criteria for Temporomandibular Disorders (DC/TMD) instructional video on the practical examination skills of undergraduate students. MATERIALS AND METHODS One week prior to completing an objective structured clinical examination (OSCE) addressing the examination of patients with TMD, undergraduate students in their third year received either the DC/TMD manual (control group) or additionally watched the instructional video once (intervention group). After passing the OSCE, a feedback questionnaire was completed by the students. RESULT Fifty undergraduates were recruited to take part in the OSCE prior to their first clinical course. The sum scores achieved in the stations were higher in the intervention group, but missed significance. Participants of the intervention group more often agreed that completing the OSCE stations was easy, which was significant for one station (P = .023). 95.8% of the participating students supported the implementation of the video in dental education. DISCUSSION Due to the conception of the study, the video was only presented once to ensure that the control group had no access to the medium at all. However, it might be interesting to investigate whether repeated watching of the video enhances its effect. CONCLUSIONS Clinical competencies in the examination of TMD patients can be achieved by self-instruction with the DC/TMD manual and instructional video. Watching the video for educational purposes was highly recommended by undergraduate students.
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Affiliation(s)
- Angelika Rauch
- Department of Prosthodontics and Materials Science, University of Leipzig, Leipzig, Germany
| | - Franziska Jahn
- Department of Prosthodontics and Materials Science, University of Leipzig, Leipzig, Germany
| | - Anuschka Roesner
- Department of Prosthodontics and Materials Science, University of Leipzig, Leipzig, Germany
| | - Sebastian Hahnel
- Department of Prosthodontics and Materials Science, University of Leipzig, Leipzig, Germany
| | - Oliver Schierz
- Department of Prosthodontics and Materials Science, University of Leipzig, Leipzig, Germany
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Zafar S, Siddiqi A, Yasir M, Zachar JJ. Pedagogical development in local anaesthetic training in paediatric dentistry using virtual reality simulator. Eur Arch Paediatr Dent 2021; 22:667-674. [PMID: 33566287 PMCID: PMC7874567 DOI: 10.1007/s40368-021-00604-7] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2020] [Accepted: 01/15/2021] [Indexed: 12/12/2022]
Abstract
PURPOSE With the advancements in technology, dental pedagogy has also evolved, and new learning technologies have emerged. Virtual reality (VR) as an education tool in dentistry is underutilised. VR as an adjunct in local anaesthesia (LA) teaching in paediatric dentistry has not been investigated. The study aimed to investigate dental student's perception of dental LA VR simulation on a paediatric patient and to determine whether this can improve students learning experience. METHODS Seventy-one students participated in a self-administered questionnaire before and after the use of dental LA VR simulator. Descriptive analysis was performed to determine the perceptions of experience gained through VR. The data were tabulated, graphed, and analysed using SPSS and GraphPad Prism software. RESULTS The study noted that 89.9% of participants perceived that it would improve their LA skills. After using dental LA VR, 83.1% of participants experienced more engaged in the learning activity, and 55.0% of participants agreed/strongly agreed that it improved their understanding of anatomical landmarks. Around 56.4% of participants agreed/strongly agreed that it added value compared with traditional LA teaching methods. CONCLUSION It can be concluded that the use of VR simulation can enhance students engagement and learning experience in paediatric dentistry settings and can be used as an additional means of LA training.
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Affiliation(s)
- S Zafar
- School of Dentistry, The University of Queensland, 288 Herston Road, Herston, QLD, 4006, Australia.
| | - A Siddiqi
- School of Dentistry and Oral Health, Griffith University, Cnr Parkland Drive and Olsen Avenue, Southport, QLD, 4222, Australia
| | - M Yasir
- Department of Information Science, University of Otago, New Zealand, 362 Leith Street, Dunedin, Otago, 9016, New Zealand
| | - J J Zachar
- School of Dentistry, The University of Queensland, 288 Herston Road, Herston, QLD, 4006, Australia
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20
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Garbin CAS, Pacheco Filho AC, Garbin AJI, Pacheco KTDS. Instructional video as a teaching/learning tool in times of remote education: A viable alternative. J Dent Educ 2021; 85 Suppl 3:2034-2035. [PMID: 33449360 DOI: 10.1002/jdd.12536] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Revised: 11/26/2020] [Accepted: 12/24/2020] [Indexed: 11/06/2022]
Affiliation(s)
- Cléa Adas Saliba Garbin
- Programa de Pós-Graduação em Odontologia Preventiva e Social, Universidade Estadual Paulista, Araçatuba, São Paulo, Brazil
| | - Antonio Carlos Pacheco Filho
- Programa de Pós-Graduação em Odontologia Preventiva e Social, Universidade Estadual Paulista, Araçatuba, São Paulo, Brazil
| | - Artenio José Isper Garbin
- Programa de Pós-Graduação em Odontologia Preventiva e Social, Universidade Estadual Paulista, Araçatuba, São Paulo, Brazil
| | - Karina Tonini Dos Santos Pacheco
- Departamento de Medicina Social, Programa de Pós-Graduação em Ciências Odontológicas, Universidade Federal do Espírito Santo. Marechal Campos ave. Maruípe, Vitória, Espírito Santo, Brazil
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21
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Al-Zain AO, Al-Osaimi TM. Effectiveness of Using an Instructional Video in Teaching Light-Curing Technique. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:289-302. [PMID: 33824613 PMCID: PMC8018569 DOI: 10.2147/amep.s298556] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2020] [Accepted: 03/05/2021] [Indexed: 05/14/2023]
Abstract
PURPOSE To investigate dental students' ability to deliver satisfactory amounts of irradiance and radiant exposure to simulated cavities by teaching the light-curing technique using instructional video compared to verbal instructions. METHODS Students attended the didactic light-curing lecture explaining the light-curing technique. Participants were divided into two groups (n=60). Each participant light-cured a class III and a class I simulated cavities with sensors built-in a Managing Accurate Resin Curing-Patient Simulator (MARC-PS) system, using a multiple-emission-peak light-emitting-diode unit. Each student either 1) watched an instructional video (V) showing the light-curing technique, or 2) received individual verbal instruction (I). The light-curing performance, in terms of the mean irradiance and radiant exposure, was recorded. Each student performed light-curing again on the simulated cavities. Students' feedback for the corresponding teaching method was collected. Comparisons between before and after each instructional method were analyzed using the Wilcoxon signed-rank test. Comparisons between both instructional methods were analyzed using a Mann-Whitney U-test (α=0.05). RESULTS The students' light-curing performance improved after both methods, as observed on the MARC-PS laptop monitor. The mean irradiance values were anterior-V=1280.6 (183.2), anterior-I=1318.0 (143.5), posterior-V=1337.5 (181.1), posterior-I=1317.6 (248.2) mW/cm2. The mean radiant exposure values were for anterior-V=13.5 (2.7), anterior-I=13.3 (1.6), posterior-V=13.7 (1.9), posterior-I=13.7 (2.5) J/cm2. No significant difference was found between both instruction methods. Students reported that each method was effective. CONCLUSION Using V was comparable to I and an effective tool for teaching the light-curing technique per the students' ability to deliver sufficient amounts of irradiance and radiant exposure to simulated cavities.
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Affiliation(s)
- Afnan O Al-Zain
- Restorative Dentistry Department, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
- Correspondence: Afnan O Al-Zain Restorative Dentistry Department, King Abdulaziz University Faculty of Dentistry, P.O. Box 80209, Jeddah, 21589, Saudi ArabiaTel +966539116467Fax +9666403316 Email
| | - Tasneem M Al-Osaimi
- Restorative Dentistry Department, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia
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22
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Berry MCDC, de M Neto JM, de Souza MIDC, Figueredo CMDS, Reher V, Evans JL. Effectiveness of technology-enhanced learning to improve periodontics educational outcomes: A systematic review. J Dent Educ 2020; 84:830-839. [PMID: 32421234 DOI: 10.1002/jdd.12179] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2019] [Revised: 03/27/2020] [Accepted: 04/21/2020] [Indexed: 11/08/2022]
Abstract
OBJECTIVES Technology-enhanced learning (TEL) has been suggested as a suitable learner-centered pedagogical approach in dental education. However, the results of TEL effectiveness in periodontics education are controversial. Therefore, this systematic review aimed to evaluate the effectiveness of TEL to improve educational outcomes in the periodontics field compared to traditional learning methods. METHODS The search comprised randomized controlled trials (RCTs) and crossover studies that were related to periodontics education from the following databases: MedLine, PsycINFO, Eric, Scopus, EMBASE, and Web of Science. Two authors independently performed study selection, data extraction, and assessed risk of bias. Kirkpatrick's 4-level evaluation model was used to evaluate educational outcomes. RESULTS From 1642 studies, after applying inclusion criteria, 7 studies remained for analysis. On level 1 (Reaction), undergraduate dental students reported positive attitudes related to TEL. On level 2 (Learning), 3 studies found that TEL improved knowledge gain compared to traditional learning methods. Three other studies did not show any difference between TEL and conventional learning methods, and one found that traditional learning methods presented superior results. On level 3 (Behavior), 1 study found that TEL application improved students' performance. On level 4 (Results), 5 studies suggested that the implementation of TEL would improve educational outcomes in periodontics education if combined with traditional learning methods. CONCLUSION The findings showed that the exclusive use of TEL does not significantly improve periodontics educational outcomes when compared to traditional learning methods. However, the combination of TEL and traditional learning methods can be the key to enhancing periodontics education.
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Affiliation(s)
- Maria C de C Berry
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
| | - Joao M de M Neto
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
| | | | | | - Vanessa Reher
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
| | - Jane L Evans
- School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD, Australia
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Wong G, Apthorpe HC, Ruiz K, Nanayakkara S. A Tale of Two Teaching Methods: Students' Clinical Perspectives on Administering Dental Local Anesthetics. J Dent Educ 2020; 84:166-175. [PMID: 32043589 DOI: 10.21815/jde.019.171] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/14/2019] [Indexed: 09/01/2023]
Abstract
Various preclinical methodologies have been adopted by dental and oral health programs to develop student competence in administering dental local anesthetics (LA). Student-to-student practice is the most common preclinical training method. However, manikin simulation models have been introduced to avoid possible complications and ethical concerns with student-to-student injections. In 2017, the methodology was changed in the Bachelor of Oral Health program at The University of Sydney School of Dentistry in Australia from student-to-student practice to manikin simulation models. The aim of this study was to compare the students' learning experience, perceived confidence, and anxiety in giving their first injections to patients in these two preclinical training methods. A mixed-methods cohort design was used to compare the 2016 (n = 42) and 2017 (n = 32) oral health students' experiences and perceptions and evaluate students' clinical experience after commencing LA practice on patients. Students completed a questionnaire about their perceived level of confidence and anxiety before and after their first LA to a child and an adult for both infiltration and inferior alveolar nerve b lock (IANB) injections. Focus groups were conducted to further investigate the students' experience. The results showed that the perceived confidence and anxiety of the two cohorts did not differ significantly from each other. Although students found it difficult to transition into clinical practice without having experienced LA themselves, the manikin simulation practice provided a safe learning platform that avoided ethical and legal concerns. These findings support the use of manikin simulation models as an alte rnative method for dental local anesthetic preclinical training.
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Gorucu-Coskuner H, Atik E, Taner T. Comparison of Live-Video and Video Demonstration Methods in Clinical Orthodontics Education. J Dent Educ 2020; 84:44-50. [PMID: 31977097 DOI: 10.21815/jde.019.161] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2019] [Accepted: 08/07/2019] [Indexed: 09/01/2023]
Abstract
The aim of this study was to compare the effectiveness of live-video and video demonstration methods in training dental students in orthodontic emergency applications. A total of 105 fifth-year dental students at a dental school in Turkey participated in the study in 2018. A pretest was given to the students to evaluate their level of knowledge about band cementing and re-bonding of brackets. Subsequently, two clinical applications were demonstrated with either live-video or video demonstration. During the live-video demonstration, the lecturer gave information about the steps of the procedure while performing the clinical application on the patient using a camera attached to the loupes. The students were able to see the process on the screens. During the video demonstration, previously recorded videos of those clinical applications were shown, and information was given to students in a classroom. On the next day, posttests were given to the students. The posttest also asked students to give their opinions about both methods. The results showed that the mean posttest scores on the video demonstration were significantly higher than on the live-video demonstration. However, no significant difference between the demonstration methods was found with regard to increase of scores from pre- to posttest. Most students preferred use of the two demonstrations together for education in the clinical orthodontics lecture. This study found that the two demonstration methods had comparable effects on increasing students' level of knowledge. However, from the students' perspective, the two should be used together to achieve the highest effect.
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