Abstract
Background.
With the advancing development of educational information technology, hands-on demonstrations of clinical procedures have increasingly been replaced by teacher-guided video demonstrations in undergraduate dental education. To date, no studies have investigated whether the learning outcome of instructor-guided video teaching improves if the students have had access to the video before in a flipped-classroom format.
Aims and Objectives.
The present work aimed to investigate how pre-class online access to a video demonstration of a class IV composite restoration influenced the students’ self-perceived learning outcomes, as well as the quality of in-class discussions.
Materials and methods. Seventy-four third-year dental students participated in in a single-blind (outcome assessors) parallel-group study design. The study exercise consisted in a complex class IV restoration performed on an extracted first incisor mounted in an acrylic dental model. The treatment was demonstrated with the help of an instructional video guided by a teacher who facilitated in-class discussions and provided further guidance. In addition, students in the test group worked with the video at home, prior to the in-class demonstration. The students’ motivation, self-efficacy and patient-centeredness were assessed with a 5-step Likert-scale questionnaire at four time points and compared over time (Wilcoxon signed-rank test) and between groups (Mann
Whitney test). In-class discussions were analyzed using a thematic approach.
Results.
The students’ self-rated motivation, self-efficacy and patient-centeredness improved significantly throughout the course in both groups, without significant differences between interventions. In-class discussions focused primarily
on technical aspects and patient-related factors of the treatment, and students in the test group participated more actively. Test group students with low baseline self-efficacy scores spent significantly more time on pre-class
preparation.
Discussion and conclusion.
Pre-class access to instructional videos may not enhance self-perceived learning outcomes of undergraduate dental students. However, pre-class access does not impair in-class discussions, but instead improves the students’ engagement.
With the advancing development of educational information technology, hands-on demonstrations of clinical procedures have increasingly been replaced by teacher-guided video demonstrations in undergraduate dental education. To date, no studies have investigated whether the learning outcome of instructor-guided video teaching improves if the students have had access to the video before in a flipped-classroom format.
Aims and Objectives.
The present work aimed to investigate how pre-class online access to a video demonstration of a class IV composite restoration influenced the students’ self-perceived learning outcomes, as well as the quality of in-class discussions.
Materials and methods. Seventy-four third-year dental students participated in in a single-blind (outcome assessors) parallel-group study design. The study exercise consisted in a complex class IV restoration performed on an extracted first incisor mounted in an acrylic dental model. The treatment was demonstrated with the help of an instructional video guided by a teacher who facilitated in-class discussions and provided further guidance. In addition, students in the test group worked with the video at home, prior to the in-class demonstration. The students’ motivation, self-efficacy and patient-centeredness were assessed with a 5-step Likert-scale questionnaire at four time points and compared over time (Wilcoxon signed-rank test) and between groups (Mann
Whitney test). In-class discussions were analyzed using a thematic approach.
Results.
The students’ self-rated motivation, self-efficacy and patient-centeredness improved significantly throughout the course in both groups, without significant differences between interventions. In-class discussions focused primarily
on technical aspects and patient-related factors of the treatment, and students in the test group participated more actively. Test group students with low baseline self-efficacy scores spent significantly more time on pre-class
preparation.
Discussion and conclusion.
Pre-class access to instructional videos may not enhance self-perceived learning outcomes of undergraduate dental students. However, pre-class access does not impair in-class discussions, but instead improves the students’ engagement.
| Original language | English |
|---|---|
| Publication date | Aug 2023 |
| Publication status | Published - Aug 2023 |
| Event | ADEE Annual Meeting 2023 - Liverpool, United Kingdom Duration: 22 Aug 2023 → 26 Aug 2023 https://adee.org/meetings/liverpool-2023 |
Conference
| Conference | ADEE Annual Meeting 2023 |
|---|---|
| Country/Territory | United Kingdom |
| City | Liverpool |
| Period | 22/08/2023 → 26/08/2023 |
| Internet address |