AIM: This study was devised to test the effectiveness of videotaped demonstrations as opposed to live demonstrations, to small groups of undergraduate dental students. The outcome was assessed by comparing the students' understanding of the clinical and laboratory technical stages of the altered cast impression technique, which is used in the construction of removable partial dentures. METHOD: 31 students watched a series of videotaped demonstrations and 30 received a similar series of live demonstrations. The altered cast procedure was divided into 5 distinct stages, each of which was assessed with the aid of agreed criteria, initially by the students and then by 2 staff assessors and these results were compared. The students were subsequently asked to rate how helpful the videotaped or live demonstration had been on a 5-point scale. RESULTS: The live demonstration group showed better agreement between the students' assessment and the assessors' assessment of the quality of the work for the first part of the clinical stage. There was no difference in the groups' assessment of the final outcome of this clinical stage and the subsequent laboratory technical stages. Students who observed the live demonstrations indicated higher scores for its helpfulness in performance of all the stages of the technique, when compared to those who had observed a videotaped demonstration. CONCLUSION: Both teaching methods developed a similar level of understanding of the principles behind the exercise, although the students preferred the live demonstrations. A carefully produced videotaped demonstration can be a useful alternative to a live demonstration in teaching the short and clear cut technique selected for this study.
AIM: This study was devised to test the effectiveness of videotaped demonstrations as opposed to live demonstrations, to small groups of undergraduate dental students. The outcome was assessed by comparing the students' understanding of the clinical and laboratory technical stages of the altered cast impression technique, which is used in the construction of removable partial dentures. METHOD: 31 students watched a series of videotaped demonstrations and 30 received a similar series of live demonstrations. The altered cast procedure was divided into 5 distinct stages, each of which was assessed with the aid of agreed criteria, initially by the students and then by 2 staff assessors and these results were compared. The students were subsequently asked to rate how helpful the videotaped or live demonstration had been on a 5-point scale. RESULTS: The live demonstration group showed better agreement between the students' assessment and the assessors' assessment of the quality of the work for the first part of the clinical stage. There was no difference in the groups' assessment of the final outcome of this clinical stage and the subsequent laboratory technical stages. Students who observed the live demonstrations indicated higher scores for its helpfulness in performance of all the stages of the technique, when compared to those who had observed a videotaped demonstration. CONCLUSION: Both teaching methods developed a similar level of understanding of the principles behind the exercise, although the students preferred the live demonstrations. A carefully produced videotaped demonstration can be a useful alternative to a live demonstration in teaching the short and clear cut technique selected for this study.
Authors: Nereyda P Clark; John G Marks; Pamela R Sandow; Christine E Seleski; Henrietta L Logan Journal: J Dent Educ Date: 2014-04 Impact factor: 2.264
Authors: Kamal Shigli; S Jyotsna; G Rajesh; Umesh Wadgave; Banashree Sankeshwari; Sushma S Nayak; Rashmi Vyas Journal: J Clin Diagn Res Date: 2017-08-01
Authors: Nasser D Alqahtani; Thikriat Al-Jewair; Khalid Al-Moammar; Sahar F Albarakati; Eman A ALkofide Journal: BMC Med Educ Date: 2015-11-04 Impact factor: 2.463