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Students’ Knowledge Comprehension after Implementation of Live Conventional Demonstration, Video Teaching and Video-Assisted Instruction Methods in Endodontic Practice

INTRODUCTION: Video-assisted clinical instruction (VACID) has been found to be a beneficial teaching tool for various fields in dentistry. The aim of this interventional study was to compare the efficacy of live conventional demonstration (CD), video teaching, and VACID (video with explanation) meth...

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Autores principales: Mohammadzadeh Akhlaghi, Nahid, Khalilak, Zohreh, Vatanpour, Mehdi, Moshari, Amirabbas, Ghaffari, Saman, Namazikhah, Mohammad Sadegh
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Iranian Center for Endodontic Research 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5431718/
https://www.ncbi.nlm.nih.gov/pubmed/28512486
http://dx.doi.org/10.22037/iej.2017.39
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author Mohammadzadeh Akhlaghi, Nahid
Khalilak, Zohreh
Vatanpour, Mehdi
Moshari, Amirabbas
Ghaffari, Saman
Namazikhah, Mohammad Sadegh
author_facet Mohammadzadeh Akhlaghi, Nahid
Khalilak, Zohreh
Vatanpour, Mehdi
Moshari, Amirabbas
Ghaffari, Saman
Namazikhah, Mohammad Sadegh
author_sort Mohammadzadeh Akhlaghi, Nahid
collection PubMed
description INTRODUCTION: Video-assisted clinical instruction (VACID) has been found to be a beneficial teaching tool for various fields in dentistry. The aim of this interventional study was to compare the efficacy of live conventional demonstration (CD), video teaching, and VACID (video with explanation) methods in teaching of root canal treatment to undergraduate dental students. METHODS AND MATERIALS: Forty-two undergraduate senior dental students participated in this study. The students experienced this course for the first time and were randomly divided into three groups (n=14). Group A attended live CD on a patient; group B watched a professionally produced demonstration video without any verbal explanation during 1 h; and finally group C watched the same video alongside live explanation by a mentor during the 1.5 h (VACID). The whole process was performed by an experienced endodontist on maxillary central incisors. All of The students carried out a multiple choice question exam to evaluate their comprehension. The mean score of the experimental groups were compared using ANOVA test and multiple comparisons were carried out with Tamhane test. The level of significance was set at 0.05. RESULTS: There was significant difference among three groups according to the ANOVA test (P<0.05). Group VACID had the highest mean scores. There was significant difference between the groups VACID and VT (P=0.011); no significant differences were found in other inter-group comparisons. CONCLUSION: According to the results, VACID may improve the quality of endodontic training in undergraduate dental students.
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spelling pubmed-54317182017-05-16 Students’ Knowledge Comprehension after Implementation of Live Conventional Demonstration, Video Teaching and Video-Assisted Instruction Methods in Endodontic Practice Mohammadzadeh Akhlaghi, Nahid Khalilak, Zohreh Vatanpour, Mehdi Moshari, Amirabbas Ghaffari, Saman Namazikhah, Mohammad Sadegh Iran Endod J Original Article INTRODUCTION: Video-assisted clinical instruction (VACID) has been found to be a beneficial teaching tool for various fields in dentistry. The aim of this interventional study was to compare the efficacy of live conventional demonstration (CD), video teaching, and VACID (video with explanation) methods in teaching of root canal treatment to undergraduate dental students. METHODS AND MATERIALS: Forty-two undergraduate senior dental students participated in this study. The students experienced this course for the first time and were randomly divided into three groups (n=14). Group A attended live CD on a patient; group B watched a professionally produced demonstration video without any verbal explanation during 1 h; and finally group C watched the same video alongside live explanation by a mentor during the 1.5 h (VACID). The whole process was performed by an experienced endodontist on maxillary central incisors. All of The students carried out a multiple choice question exam to evaluate their comprehension. The mean score of the experimental groups were compared using ANOVA test and multiple comparisons were carried out with Tamhane test. The level of significance was set at 0.05. RESULTS: There was significant difference among three groups according to the ANOVA test (P<0.05). Group VACID had the highest mean scores. There was significant difference between the groups VACID and VT (P=0.011); no significant differences were found in other inter-group comparisons. CONCLUSION: According to the results, VACID may improve the quality of endodontic training in undergraduate dental students. Iranian Center for Endodontic Research 2017 /pmc/articles/PMC5431718/ /pubmed/28512486 http://dx.doi.org/10.22037/iej.2017.39 Text en This is an Open Access article distributed under the terms of the Creative Commons Attribution License, (http://creativecommons.org/licenses/by/3.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Original Article
Mohammadzadeh Akhlaghi, Nahid
Khalilak, Zohreh
Vatanpour, Mehdi
Moshari, Amirabbas
Ghaffari, Saman
Namazikhah, Mohammad Sadegh
Students’ Knowledge Comprehension after Implementation of Live Conventional Demonstration, Video Teaching and Video-Assisted Instruction Methods in Endodontic Practice
title Students’ Knowledge Comprehension after Implementation of Live Conventional Demonstration, Video Teaching and Video-Assisted Instruction Methods in Endodontic Practice
title_full Students’ Knowledge Comprehension after Implementation of Live Conventional Demonstration, Video Teaching and Video-Assisted Instruction Methods in Endodontic Practice
title_fullStr Students’ Knowledge Comprehension after Implementation of Live Conventional Demonstration, Video Teaching and Video-Assisted Instruction Methods in Endodontic Practice
title_full_unstemmed Students’ Knowledge Comprehension after Implementation of Live Conventional Demonstration, Video Teaching and Video-Assisted Instruction Methods in Endodontic Practice
title_short Students’ Knowledge Comprehension after Implementation of Live Conventional Demonstration, Video Teaching and Video-Assisted Instruction Methods in Endodontic Practice
title_sort students’ knowledge comprehension after implementation of live conventional demonstration, video teaching and video-assisted instruction methods in endodontic practice
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5431718/
https://www.ncbi.nlm.nih.gov/pubmed/28512486
http://dx.doi.org/10.22037/iej.2017.39
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