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

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Hands-on live demonstration vs. video-supported demonstration of an aesthetic composite restoration in undergraduate dental teaching. / Schlafer, Sebastian; Pedersen, Kamilla; Jørgensen, Jette N; Kruse, Casper.

I: Journal of Dental Education, Bind 85, Nr. 6, 06.2021, s. 802-811.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

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@article{38e47927603f4bb5866aba4e60d49a50,
title = "Hands-on live demonstration vs. video-supported demonstration of an aesthetic composite restoration in undergraduate dental teaching",
abstract = "PURPOSE/OBJECTIVES: Live hands-on demonstration of dental procedures is a central format in undergraduate dental teaching. It captures the immediacy of the clinical situation and allows for direct communication between instructor and students, but it also requires an experienced instructor who is able to handle both the performed treatment and its visualization alongside the actual teaching. The aim of the present work is to compare the hands-on demonstration of a class IV composite restoration to a teaching format where the instructor guided the students through a prerecorded procedural video of the same treatment.METHODS: The effect of both interventions on the students' self-perceived learning outcomes was analyzed by questionnaires (response rate 100%) in a randomized controlled double-blind (participants, outcome assessor) parallel group design (September 10 to October 3, 2019). In-class discussions were explored qualitatively by thematic analysis.RESULTS: Both teaching formats increased the students' self-reported motivation, self-efficacy, and patient-centeredness in a similar way, with no significant differences between interventions. During in-class discussions, both the instructor and the students were more active in the video group. In contrast to the hands-on group, discussions in the video group also involved patient-related topics, such as aesthetics and general health. The video-supported teaching format considerably reduced the amount of time spent on optimizing the visualization of the performed treatment.CONCLUSION: Video-supported instructor-guided demonstrations may represent a promising teaching format as an alternative to live hands-on demonstrations of dental procedures in undergraduate dental education.",
keywords = "composite resins, dental undergraduates, education, dental, hands-on demonstration, instructional film and video, education, dental, Humans, Education, Dental, Teaching, Learning, Esthetics, Dental, Students, Dental, Video Recording",
author = "Sebastian Schlafer and Kamilla Pedersen and J{\o}rgensen, {Jette N} and Casper Kruse",
note = "{\textcopyright} 2021 American Dental Education Association.",
year = "2021",
month = jun,
doi = "10.1002/jdd.12541",
language = "English",
volume = "85",
pages = "802--811",
journal = "Journal of Dental Education",
issn = "0022-0337",
publisher = "American Dental Education Association",
number = "6",

}

RIS

TY - JOUR

T1 - Hands-on live demonstration vs. video-supported demonstration of an aesthetic composite restoration in undergraduate dental teaching

AU - Schlafer, Sebastian

AU - Pedersen, Kamilla

AU - Jørgensen, Jette N

AU - Kruse, Casper

N1 - © 2021 American Dental Education Association.

PY - 2021/6

Y1 - 2021/6

N2 - PURPOSE/OBJECTIVES: Live hands-on demonstration of dental procedures is a central format in undergraduate dental teaching. It captures the immediacy of the clinical situation and allows for direct communication between instructor and students, but it also requires an experienced instructor who is able to handle both the performed treatment and its visualization alongside the actual teaching. The aim of the present work is to compare the hands-on demonstration of a class IV composite restoration to a teaching format where the instructor guided the students through a prerecorded procedural video of the same treatment.METHODS: The effect of both interventions on the students' self-perceived learning outcomes was analyzed by questionnaires (response rate 100%) in a randomized controlled double-blind (participants, outcome assessor) parallel group design (September 10 to October 3, 2019). In-class discussions were explored qualitatively by thematic analysis.RESULTS: Both teaching formats increased the students' self-reported motivation, self-efficacy, and patient-centeredness in a similar way, with no significant differences between interventions. During in-class discussions, both the instructor and the students were more active in the video group. In contrast to the hands-on group, discussions in the video group also involved patient-related topics, such as aesthetics and general health. The video-supported teaching format considerably reduced the amount of time spent on optimizing the visualization of the performed treatment.CONCLUSION: Video-supported instructor-guided demonstrations may represent a promising teaching format as an alternative to live hands-on demonstrations of dental procedures in undergraduate dental education.

AB - PURPOSE/OBJECTIVES: Live hands-on demonstration of dental procedures is a central format in undergraduate dental teaching. It captures the immediacy of the clinical situation and allows for direct communication between instructor and students, but it also requires an experienced instructor who is able to handle both the performed treatment and its visualization alongside the actual teaching. The aim of the present work is to compare the hands-on demonstration of a class IV composite restoration to a teaching format where the instructor guided the students through a prerecorded procedural video of the same treatment.METHODS: The effect of both interventions on the students' self-perceived learning outcomes was analyzed by questionnaires (response rate 100%) in a randomized controlled double-blind (participants, outcome assessor) parallel group design (September 10 to October 3, 2019). In-class discussions were explored qualitatively by thematic analysis.RESULTS: Both teaching formats increased the students' self-reported motivation, self-efficacy, and patient-centeredness in a similar way, with no significant differences between interventions. During in-class discussions, both the instructor and the students were more active in the video group. In contrast to the hands-on group, discussions in the video group also involved patient-related topics, such as aesthetics and general health. The video-supported teaching format considerably reduced the amount of time spent on optimizing the visualization of the performed treatment.CONCLUSION: Video-supported instructor-guided demonstrations may represent a promising teaching format as an alternative to live hands-on demonstrations of dental procedures in undergraduate dental education.

KW - composite resins

KW - dental undergraduates

KW - education, dental

KW - hands-on demonstration

KW - instructional film and video

KW - education

KW - dental

KW - Humans

KW - Education, Dental

KW - Teaching

KW - Learning

KW - Esthetics, Dental

KW - Students, Dental

KW - Video Recording

U2 - 10.1002/jdd.12541

DO - 10.1002/jdd.12541

M3 - Journal article

C2 - 33527377

VL - 85

SP - 802

EP - 811

JO - Journal of Dental Education

JF - Journal of Dental Education

SN - 0022-0337

IS - 6

ER -