Patient Demonstration Videos in Predoctoral Endodontic Education: Aspects Perceived as Beneficial by Students

Abstract

The aim of this study was to assess the perceived beneits of video-mediated demonstrations in learning endodontics. Participants in the study were 75 third-year students enrolled in the undergraduate dentistry program at Karolinska Institute, Stockholm, Sweden. After the endodontic preclinical course, the students were introduced to the treatment protocol in the clinic by watching two live patient-demonstrated videos. The irst video demonstrated how to communicate with the patient and perform diagnosis and root canal instrumentation. The second video illustrated how to perform bacterial sampling and root canal illing. After the students watched each video, a questionnaire was used to evaluate their opinions about various steps of the endodontic treatment protocol and the beneit of such educational material for their practice. Of the total 75 students, 72 completed the irst questionnaire (96% response rate), and 65 completed the second questionnaire (87% response rate). The results showed that the students perceived high value in the video demonstrations related to treatment procedure. A statistically signiicant difference was observed between the perceived beneits of the irst and second sessions in communication and treatment procedure (p<0.001). Further studies are needed to assess improvement in the design and delivery format for video demonstrations to enhance their effectiveness as a teaching modality for endodontics.

Hands‐on live demonstration vs. video‐supported demonstration of an aesthetic composite restoration in undergraduate dental teaching

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The interrelationship between confidence and correctness in a multiple-choice assessment: pointing out misconceptions and assuring valuable questions

“…Therefore, it is natural that they still have difficulties in transferring information from a preclinical to a clinical setting. To overcome this challenge of interfacing theory and technique, one idea is to use videos showing real time endodontic procedures, 34 or to provide preclinical students with the opportunity of 'shadowing' more advanced-level peers in the clinical setting. On the other hand, the statistical analysis showed that questions requiring clinical scenario induced significant less number of misconceptions-which, therefore, made us to consider these types of questions valuable.…”

Comparison between conventional teaching and blended learning in preclinical fixed prosthodontic training: A cross‐sectional study

“…27 Therefore, the incorporation of procedural video demonstrations into blended learning was developed to educate students' psychomotor skills. 28 The advantages of these videos in preclinical fixed prosthodontics are standardization of content delivery, magnified and unimpeded view during demonstrations and enables the students to learn at their own pace and manner.…”