Video‐Assisted Clinical Instruction in Dentistry (VACID) enhances real‐time visualisation of clinical procedures

Fakhry, Ali; Dehkordi-Vakil, Farideh

doi:10.1111/j.1600-0579.2007.00465.x

Cited by 29 publications

(41 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Based on mean post-test percentage scores, students performed better after viewing the live lecture as opposed to a video instruction. This is in contradiction to the findings of four other studies in dentistry, which reported favourable outcomes for video in clinical instruction (21)(22)(23)(24). Of these studies, only one conducted a randomised controlled study, whilst two of the studies looked at video as a supplement to conventional lecture.…”

Section: Discussioncontrasting

confidence: 99%

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

Ramlogan

Raman

Sweet

2013

Eur J Dental Education

107

119

View full text Add to dashboard Cite

show abstract

Section: Discussioncontrasting

confidence: 99%

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

Ramlogan

Raman

Sweet

2013

Eur J Dental Education

107

119

View full text Add to dashboard Cite

show abstract

“…This approach allows students to visualise clinical procedures in fine detail and is more conducive to keeping them engaged in the work in progress. An ongoing survey conducted at our institution has been examining the students’ preference to observing surgical procedures with and without the use of VACID (9). Preliminary results have shown that the implementation of VACID in the clinical setting greatly improves the students’ learning experience, interest and satisfaction.…”

Section: The Objectives Of Vacidmentioning

confidence: 99%

Video‐assisted clinical instruction in dentistry. Overview and applications

Fakhry

Cooper

Slach

et al. 2007

Eur J Dental Education

Self Cite

View full text Add to dashboard Cite

Dental education can benefit from adopting new technologies and modern learning practices. Video-assisted clinical instruction in dentistry (VACID) uses video technology with the purpose of enhancing the teaching of technical skills and the acquisition of clinical knowledge, as well as fostering student-centered learning and critical self-appraisal. VACID is made possible through the capturing, recording, transmitting and viewing of high quality video images of live or pre-recorded clinical procedures. As such, the implementation of VACID represents an attractive teaching tool that can complement and strengthen current clinical and didactic teaching practices used in formal dental education. The primary objective of this paper is to provide an overview of VACID and discuses its various applications in dental education. A second objective of this paper is to provide a detailed description of the video camera set-up used at the University of Iowa for the implementation of VACID in the Department of Periodontics.

show abstract

“…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%

“…16 Participants in their study also liked the flexible access to the multimedia resources and the opportunity it provided for independent learning in a time and place of their choice. 29 Evidence of students' perceptions about the use of instrumentation videos in dental hygiene education is lacking. 18 The use of instructional multimedia to teach psychomotor skills has also been explored in physical therapy education.…”

mentioning

confidence: 99%

Bridging the Theory‐Practice Gap with Dental Hygiene Instrumentation Videos

August¹,

Boyd

Giblin‐Scanlon

2018

Journal of Dental Education

View full text Add to dashboard Cite

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.

show abstract

Video‐Assisted Clinical Instruction in Dentistry (VACID) enhances real‐time visualisation of clinical procedures

Abstract: The implementation of VACID in the clinical setting enhances real-time visualisation of surgical procedures beyond what is offered by the conventional observational format.

Cited by 29 publications

References 11 publications

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

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

Video‐assisted clinical instruction in dentistry. Overview and applications

Bridging the Theory‐Practice Gap with Dental Hygiene Instrumentation Videos

Contact Info

Product

Resources

About