Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaper › Journal article › Research › peer-review
Hands-on live demonstration vs. video-supported demonstration of an aesthetic composite restoration in undergraduate dental teaching. / Schlafer, Sebastian; Pedersen, Kamilla; Jørgensen, Jette N et al.
In: Journal of Dental Education, Vol. 85, No. 6, 06.2021, p. 802-811.Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaper › Journal article › Research › peer-review
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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 -