Effectiveness of Using an Instructional Video in Teaching Light-Curing Technique

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/cm 2 . 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/cm 2 . 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.

Real-Time Feedback of the Applied Light-Curing Technique and Its Impact on Degree of Conversion of Composite Restorations—A Study with Undergraduate Dental Students

“…However, after peerfeedback training, more homogenous values, ranging between 16.5 and 18.5 J/cm 2 , were achieved. Similar results were obtained by previous studies, indicating the beneficial effect of light-curing instructions to achieve and maintain a sufficient and consistent light-curing performance [1,14,26,[35][36][37]. In the present study, it was observed during baseline measurements that dental students delivering lower light irradiance values did not pay proper attention to the correct positioning of the light-curing tip and looked away during the procedure.…”

Skill Retention of Light-Curing Technique Using Only Verbal Instructions versus Using an Instructional Video: A 2-Year Follow-Up Study of Dental Students

“…Information about the curing light and how to use it could be taught using instructional videos that show the procedure from a broader perspective. 4 Several studies have already explored the effectiveness of verbal or video instruction methods. 4 , 5 Live demonstrations and video-recorded teaching methods were equally successful in teaching how to apply fissure sealants.…”

“… 4 Several studies have already explored the effectiveness of verbal or video instruction methods. 4 , 5 Live demonstrations and video-recorded teaching methods were equally successful in teaching how to apply fissure sealants. They can be used as an alternative to each other, or they can be combined when teaching medical students clinical knowledge and skills.…”

“…Light-curing skills can be improved using the Managing Accurate Resin Curing-Patient Simulator (MARC-PS) system (BlueLight Analytics, Halifax, Nova Scotia, Canada) because it provides an objective instant digital and visual feedback. 3 , 4 , 11 One study has shown that active learning and displaying learning objectives for the given training or simulation is helpful to the learner. 12 Greater self-confidence and satisfaction occur when active learning is delivered in an environment where the students can actively interact with one another and their instructors.…”

“…A previous study by the authors published in 2021 showed no significant differences between teaching light-curing techniques among dental students using an instructional video versus using verbal instructions. 4 In this study, the MARC-PS was used to deliver immediate individual feedback to the student and objectively compare how much irradiance and radiant exposure (RE) were received by simulated cavities in a dental mannequin head. 4 Now, after two years of clinical experience, the authors reassessed and evaluated the retention of the information to determine if there was any improvement in the light-curing technique using the MARC-PS system compared to the results from the original baseline results.…”