Video‐assisted clinical instruction in dentistry. Overview and applications

Fakhry, Ali; Cooper, Steven H.; Slach, Nancy A.; Krenz, Scott

doi:10.1111/j.1600-0579.2007.00461.x

Cited by 19 publications

(23 citation statements)

References 21 publications

(23 reference statements)

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“…Furthermore, the findings of our study are consistent with previous research in dental education and other disciplines that found support for the use of videos as an adjunct to classroom teaching. 11,[17][18][19]21,[24][25][26][27][28][29][30] Our findings suggest dental hygiene instrumentation videos can be successful in improving learning by meeting the needs of students to supplement traditional teaching of clinical skills.…”

Section: Discussionmentioning

confidence: 98%

“…10 While instrumentation videos are a relatively new adjunct to teaching dental hygiene instrumentation skills to students, the use of video as an instructional aid has been widely studied in health professions education. [10][11][12][13][14][15][16][17][18][19][20][21][22][23][24] Holland et al found that online video was an effective instructional method for nursing students in developing clinical skills. 11 Other studies reported that using video as a pedagogic tool increased engagement of nursing students and provided useful conceptual links between theory and practice.…”

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confidence: 99%

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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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Section: Discussionmentioning

confidence: 98%

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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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“…15 However, other studies questioned the capability of conventional learning methods in offering a more in-depth learning experience for students and suggest that more simulation and innovative learning methods would improve educational outcomes in periodontics. [16][17][18][19][20] Nonetheless, despite reports about the positive effects of TEL in improving educational outcomes in periodontics education, 13,[21][22][23] Ramlogan et al highlighted that the exclusive use of video as a TEL had some limitations. 12 Furthermore, corroborating with Levine et al, some authors did not find a difference in TEL application to traditional learning methods in improving educational outcomes of undergraduate dental students' in periodontics.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of technology‐enhanced learning to improve periodontics educational outcomes: A systematic review

Berry

Mello‐Neto

Souza

et al. 2020

Journal of Dental Education

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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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“…Video assisted learning has become an integral part of effective teaching. 5 Using procedural or instructional videos have shown to augment student's preparedness for real life clinical practice and helps them to improve their skills at their own pace and learning ability. 6 It helps in better visualization and offer simulation in variety of learning styles according to a student's preference and can be saved to be repeated multiple times.…”

Section: Introductionmentioning

confidence: 99%

Impact of Procedure Specific Videos in the Performance of Restorative Procedures by Pre-Clinical dentistry Students

Khan¹,

Kazi²,

Asghar³

2019

J Pak Dent Assoc

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OBJECTIVE: With the advances in technology the teaching process needs to be improved. Video assisted learning has become an integral part of effective teaching. Using procedural or instructional videos have shown to augment student's preparedness for real life clinical practice and helps them to improve their skills at their own pace and learning ability. The aim if this study was to assess the impact of procedure-specific video demonstrations on the performance of pre-clinical dentistry students. METHODOLOGY: It was a cross-sectional experimental study conducted at the Pre-Clinical Operative Dentistry Phantom Lab at Bahria University Medical and Dental College Karachi, Pakistan. 50 students were divided equally into group A and group B (25 students in each group) by convenience sampling. Both groups prepared class 1 cavity and restored with amalgam. Group A were taught by a hands-on demonstration whereas Group B were taught by live demonstration as well as a procedurespecific video. The students were analyzed for the quality of their practical work as well as their understanding of key concepts. IBM statistics version 20 was used to carry out the statistical analysis. Pearson Chi Square test and independent T test were used, a p-value less than 0.05 was considered significant. RESULTS: Group A's assessment regarding cavity preparation showed that majority students of the group (n=11) required crucial changes in cavity design. For group B most students (n=9) reproduced important factors of cavity design however improvement was required. For amalgam filling, Group A and B's majority students had similar results. t-test was conducted and significant difference was found in the overall performance scores for group A (M=6.7, SD=1.7) and group B (M=8.0, SD=2.3); t-test p=0.04. CONCLUSION: This study suggests that video assisted learning as an additional tool to traditional teaching, can augment understanding and learning process of students.

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Video‐assisted clinical instruction in dentistry. Overview and applications

Cited by 19 publications

References 21 publications

Bridging the Theory‐Practice Gap with Dental Hygiene Instrumentation Videos

Bridging the Theory‐Practice Gap with Dental Hygiene Instrumentation Videos

Effectiveness of technology‐enhanced learning to improve periodontics educational outcomes: A systematic review

Impact of Procedure Specific Videos in the Performance of Restorative Procedures by Pre-Clinical dentistry Students

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