Live demonstration versus procedural video: a comparison of two methods for teaching an orthodontic laboratory procedure

BMC Medical Education

Eman A. ALkofide¹  Sahar F. Albarakati¹  Khalid AL-Moammar¹  Thikriat Al-Jewair²  Nasser D. Alqahtani¹ 

[1] Department of Pediatric Dentistry and Orthodontics, College of Dentistry, King Saud University, Riyadh Zip Code 11545, Saudi Arabia;Department of Preventive Dental Sciences, College of Dentistry, University of Dammam, Dammam, Saudi Arabia

关键词: Orthodontics;    Videotaped demonstrations;    Procedural video;    Dental undergraduates;    Dental education;   

Others  :  1233363
DOI  :  10.1186/s12909-015-0479-y

 received in 2014-12-25, accepted in 2015-10-25,  发布年份 2015

【 摘 要 】

Background

To measure the effectiveness of procedural video compared to live demonstration in transferring skills for fabricating orthodontic Adam’s Clasp.

Materials and Methods

Forty-nine fourth-year undergraduate male dental students were randomly assigned to two groups. The students in group A (n = 26) attended a live demonstration performed by one faculty, while students in group B (n = 23) watched a procedural video. Both the procedural video and live demonstration described identical steps involved in fabricating the Adam’s Clasp. Students in both groups were asked to fabricate an Adam’s Clasp in addition to completing a questionnaire, to measure their perceptions and satisfaction with the two teaching methods and lab exercise. Blind assessment was performed by one faculty for both groups.

Results

The mean students’ scores in the fabrication of the Adam’s clasp were 6.69 and 6.78 for the live demonstration (group A) and the procedural video (group B), respectively. No significant difference was detected between the two groups (P = 0.864). Statistically significant difference was found in the mean response between the two groups for statement 6 on the questionnaire, “The steps in the teaching method were presented in a clear fashion and were easy to understand”. A higher mean response for group B was found compared to group A (P = 0.049). No significant differences were found between the two groups for the other statements (P > 0.05).

Conclusion

Procedural video is equally as effective as a live demonstration. Both methods should be considered in teaching undergraduate orthodontic courses in order to improve the learning experience and to match different learning preferences of students.

【 授权许可】

   
2015 Alqahtani et al.

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