A comparison of two forms of teaching instruction: video vs. live lecture for education in clinical periodontology

Ramlogan, Shaun; Raman, Vidya; Sweet, John

doi:10.1111/eje.12053

Cited by 103 publications

(132 citation statements)

References 21 publications

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“…[1][2][3][4] Moreover, the effectiveness of demonstrations depends on the number of students assigned to each instructor and the amount of time spent on the demonstration. 5 It also provides uniformity and similar learning experiences to the entire group of students. One study also found that traditional teaching methods caused significant psychological distress that may influence the degree of depression, anxiety, and burnout among students.…”

Section: Effectiveness Of Procedural Video Versus Live Demonstrationsmentioning

confidence: 99%

“…It also offers media-rich audio and visual stimulation covering a wide spectrum of learning styles or preferences, which allows students to revise technical procedures before, during, and after the laboratory sessions. 5 It also provides uniformity and similar learning experiences to the entire group of students. 2 Teaching dental laboratory technology for undergraduate dental students at the University of Peradeniya, Sri Lanka, takes place during the third year of the five-year curriculum.…”

Section: Effectiveness Of Procedural Video Versus Live Demonstrationsmentioning

confidence: 99%

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Effectiveness of Procedural Video Versus Live Demonstrations in Teaching Laboratory Techniques to Dental Students

Thilakumara

Jayasinghe

Rasnayaka

et al. 2018

Journal of Dental Education

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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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Section: Effectiveness Of Procedural Video Versus Live Demonstrationsmentioning

confidence: 99%

Section: Effectiveness Of Procedural Video Versus Live Demonstrationsmentioning

confidence: 99%

Effectiveness of Procedural Video Versus Live Demonstrations in Teaching Laboratory Techniques to Dental Students

Thilakumara

Jayasinghe

Rasnayaka

et al. 2018

Journal of Dental Education

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“…6 Video technology has previously been found useful for patient education 7 and has several advantages, including the capability to be forwarded, reversed and watched repetitively at the user's convenience. 8 In light of these wide-ranging advantages, the American Dental Association (ADA) has recently developed its official channel on YouTube, which consists of number of videos uploaded on the website that cover important topics such as oral hygiene maintenance, pregnancy and oral health care and oral care for the elderly and infants. 9 According to a recent report, 50% of the Saudi Arabian population is <25 years old and has been quite appropriately called the "youth bulge".…”

Section: Introductionmentioning

confidence: 99%

Students' perspectives on the relevance of internet-based educational videos in dental education

Al-Jandan

Farooq

Khan

2015

Journal of Taibah University Medical Sciences

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Objectives: This cross-sectional study sought to obtain the perceptions of third year students of the University of Dammam faculty of dentistry about the usefulness of Internet-based educational videos in assisting oral biology lectures. Methods:The study was conducted at the College of Dentistry, University of Dammam during March 2014. A validated questionnaire containing 10 questions was distributed to all of the participants. The first eight questions, related to the usefulness of videos during lectures, required dichotomized (agree/disagree) responses. For the last two questions (number of videos to be added and the time period allocated to these videos in each lecture), multiple options were provided for selection. The data were analysed statistically by using the chisquare test.Results: The sample size was 70 students (39 male and 31 female), with an overall response rate of 97%. The majority of students positively perceived the role of videos in assisting lectures. However, significant differences (p < 0.05) were found between male and female students regarding their understanding of lectures with/without videos and retention of knowledge gained from lectures with videos.Conclusions: Videos should be included in the lectures, so long as any video included is analogous to the desired learning outcomes of the lecture.

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“…23 In a study conducted by Bloomfield and Jones, nursing students' experience with using multimedia resources was positive, and they found it to be valuable in the acquisition of clinical skills. [25][26][27][28][29][30] Fakhry and Dehkordi-Vakil, for example, reported that video in a clinical setting improved students' experience, interest, and satisfaction and that, in considering video as a form of educational technology, students appreciated the ability to view and reinforce content. Another study in nursing education found students felt motivated to learn from instructional videos and believed the videos helped them prepare for the skills practice.…”

mentioning

confidence: 99%

Bridging the Theory‐Practice Gap with Dental Hygiene Instrumentation Videos

August¹,

Boyd

Giblin‐Scanlon

2018

Journal of Dental Education

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Dental educators are challenged to bridge the theory-practice gap to enhance the educational experience and meet the diverse learning needs of students. The aim of this study was to explore dental hygiene students' perceptions of the effectiveness, appeal, and satisfaction regarding instrumentation videos as a resource to improve learning in the clinical environment. All 152 first-year students in a U.S. baccalaureate dental hygiene program at two sites in two consecutive years were invited to participate in the study. Survey questions addressed demographics, effectiveness, appeal, and satisfaction with the instrumentation videos along with open-ended questions to explore students' perceptions of the videos' value and benefits. A total of 143 students completed the survey, for a response rate of 94%. The results showed that 50% to 70% of the respondents agreed or strongly agreed with questions relating to effectiveness, appeal, and satisfaction with the videos. Most participants used the videos while practicing (83%). Students who spoke English as a second language were less likely to feel the videos were effective, found them less appealing, and were less satisfied with them (p<0.05). Participants who practiced while using the videos were more likely to report them as being effective and appealing and were more satisfied with the videos than were participants who did not practice with them (p<0.05). Thematic analysis revealed the following themes in the open comments: helpfulness of the videos in clinical practice to clarify, reinforce, and visualize skills learned. These students reported satisfaction with the instrumentation videos, suggesting these learning aids have potential value in closing the theory-practice gap in clinical dental hygiene education.

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A comparison of two forms of teaching instruction: video vs. live lecture for education in clinical periodontology

Abstract: The use of video alone in clinical periodontology training may have limitations unless supplemented by appropriate learning activities.

Cited by 103 publications

References 21 publications

Effectiveness of Procedural Video Versus Live Demonstrations in Teaching Laboratory Techniques to Dental Students

Effectiveness of Procedural Video Versus Live Demonstrations in Teaching Laboratory Techniques to Dental Students

Students' perspectives on the relevance of internet-based educational videos in dental education

Bridging the Theory‐Practice Gap with Dental Hygiene Instrumentation Videos

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