Download PDF
CC BY-NC-ND 4.0 · Eur J Dent 2021; 15(04): 612-617
DOI: 10.1055/s-0041-1724216
Original Article

Effect of a Procedural Video on the Practical Fixed Prosthodontic Performance and Stress among Preclinical Dental Students

Camille Inquimbert
1   Department of Public Health, Faculty of Dental Medicine, University of Montpellier, France
,
Aurélien Ferré
2   Department of Prosthetic Dentistry, Faculty of Dental Medicine, University of Montpellier, France
,
Laurence Pourreyron
2   Department of Prosthetic Dentistry, Faculty of Dental Medicine, University of Montpellier, France
,
Jean-Cédric Durand
2   Department of Prosthetic Dentistry, Faculty of Dental Medicine, University of Montpellier, France
› Author Affiliations Funding None.
› Further Information
   Permissions and Reprints

Abstract

Objective The purpose of this article was to analyze the effect of an instructional video on practical tutorial and to ascertain whether an instructional video improves students’ performance on practical performance and reduces the stress associated with learning.

Materials and Methods A randomized controlled trial was conducted on a group of 78 first-year students. A pretest was conducted by administering questionnaires to evaluate the interest in the use of videos as well as the level of stress. Students were randomly assigned into two groups: control and test. Students assigned to the control group received conventional teaching, while the experimental group received both conventional teaching and watched a video. Thereafter, a satisfaction questionnaire was distributed to each of the groups, and they were awarded a grade.

Results A total of 98.7% of students wished to learn fixed prosthodontics through instructional videos, as they believed that the videos could reduce their worry and stress levels. At the end of the first tutorial, the total grade was significantly lower for the test group (p = 0.003). However, the subjective value of stress was significantly lower in the test group (p = 0.0007) as well as the subjective value of tutorial difficulty (p = 0.0004). Students felt that they better understood the objectives of the tutorial “thanks to the video” (p = 0.0001).

Conclusion This study did not reveal any improvement in terms of performance when an instructional video was used for tutorials in comparison with the conventional teaching method. However, the results show a reduction in the level of stress.

Keywords

dental students - fixed prosthodontics - instructional video - practical tutorial


Publication History

Article published online:
07 September 2021

© 2021. European Journal of Dentistry. This is an open access article published by Thieme under the terms of the Creative Commons Attribution-NonDerivative-NonCommercial-License, permitting copying and reproduction so long as the original work is given appropriate credit. Contents may not be used for commercial purposes, or adapted, remixed, transformed or built upon. (https://creativecommons.org/licenses/by-nc-nd/4.0/).

Thieme Medical and Scientific Publishers Pvt. Ltd.
A-12, 2nd Floor, Sector 2, Noida-201301 UP, India

 

  • References

  • 1 Ku DT, Soulier JS. The effects of learning goals on learning performance of field-dependent and field-independent late adolescents in a hypertext environment. Adolescence 2009; 44 (175) 651-664
    Google Scholar
  • 2 Kirschner P, De Bruyckere P. The myths of the digital native and the multitasker. Teach Teach Educ 2017; 67: 135-142
    CrossrefGoogle Scholar
  • 3 Bhana VM. Interpersonal skills development in Generation Y student nurses: a literature review. Nurse Educ Today 2014; 34 (12) 1430-1434
    CrossrefPubMedGoogle Scholar
  • 4 Pinsky LE, Wipf JE. A picture is worth a thousand words: practical use of videotape in teaching. J Gen Intern Med 2000; 15 (11) 805-810
    CrossrefPubMedGoogle Scholar
  • 5 Reed S, Shell R, Kassis K. et al Applying adult learning practices in medical education. Curr Probl Pediatr Adolesc Health Care 2014; 44 (06) 170-181
    CrossrefPubMedGoogle Scholar
  • 6 Kulik JA, Kulik CL, Cohen PA. Effectiveness of computer-based college teaching: a meta-analysis of findings. Rev Educ Res 1980; 50 (04) 525-544
    CrossrefGoogle Scholar
  • 7 Bertsch TF, Callas PW, Rubin A, Caputo MP, Ricci MA. Effectiveness of lectures attended via interactive video conferencing versus in-person in preparing third-year internal medicine clerkship students for Clinical Practice Examinations (CPX). Teach Learn Med 2007; 19 (01) 4-8
    CrossrefPubMedGoogle Scholar
  • 8 Schreiber BE, Fukuta J, Gordon F. Live lecture versus video podcast in undergraduate medical education: a randomised controlled trial. BMC Med Educ 2010; 10: 68
    CrossrefPubMedGoogle Scholar
  • 9 Smith W, Rafeek R, Marchan S, Paryag A. The use of video-clips as a teaching aide. Eur J Dent Educ 2012; 16 (02) 91-96
    CrossrefPubMedGoogle Scholar
  • 10 Reissmann DR, Sierwald I, Berger F, Heydecke G. A model of blended learning in a preclinical course in prosthetic dentistry. J Dent Educ 2015; 79 (02) 157-165
    CrossrefPubMedGoogle Scholar
  • 11 Walker J, von Bergmann H. Lessons from a pilot project in cognitive task analysis: the potential role of intermediates in preclinical teaching in dental education. J Dent Educ 2015; 79 (03) 286-294
    CrossrefPubMedGoogle Scholar
  • 12 Farooq I, Al-Jandan BA. Effect of video triggering during conventional lectures on final grades of dental students in an oral biology course: a two-year retrospective study. J Dent Educ 2015; 79 (12) 1467-1470
    CrossrefPubMedGoogle Scholar
  • 13 Omar H, Khan SA, Toh CG. Structured student-generated videos for first-year students at a dental school in Malaysia. J Dent Educ 2013; 77 (05) 640-647
    CrossrefPubMedGoogle Scholar
  • 14 Telford AD, Harrison A, Huggett R, Longstaffe JA, Whittlestone M. Computer-aided learning in prosthodontics. Int J Prosthodont 1989; 2 (06) 515-517
    PubMedGoogle Scholar
  • 15 Fayaz A, Mazahery A, Hosseinzadeh M, Yazdanpanah S. Video-based learning versus traditional method for preclinical course of complete denture fabrication. J Dent (Shiraz) 2015; 16 Suppl 1) 21-28
    Google Scholar
  • 16 Robinson PB, Lee JW. The use of real time video magnification for the pre-clinical teaching of crown preparations. Br Dent J 2001; 190 (09) 506-510
    CrossrefPubMedGoogle Scholar
  • 17 Aragon CE, Zibrowski EM. Does exposure to a procedural video enhance preclinical dental student performance in fixed prosthodontics. ? J Dent Educ 2008; 72 (01) 67-71
    CrossrefPubMedGoogle Scholar
  • 18 Nikzad S, Azari A, Mahgoli H, Akhoundi N. Effect of a procedural video CD and study guide on the practical fixed prosthodontic performance of Iranian dental students. J Dent Educ 2012; 76 (03) 354-359
    CrossrefPubMedGoogle Scholar
  • 19 Kay RH. Exploring the use of video podcasts in education: a comprehensive review of the literature. Comput Human Behav 2012; 28: 820-831
    CrossrefGoogle Scholar
  • 20 Shippey SH, Chen TL, Chou B, Knoepp LR, Bowen CW, Handa VL. Teaching subcuticular suturing to medical students: video versus expert instructor feedback. J Surg Educ 2011; 68 (05) 397-402
    CrossrefPubMedGoogle Scholar
  • 21 Heiland DH, Petridis AK, Maslehaty H. et al Efficacy of a new video-based training model in spinal surgery. Surg Neurol Int 2014; 5: 1
    CrossrefPubMedGoogle Scholar
  • 22 Fabius DB, Grissom EL, Fuentes A. Recertification in cardiopulmonary resuscitation. A comparison of two teaching methods. J Nurs Staff Dev 1994; 10 (05) 262-268
    PubMedGoogle Scholar
  • 23 Rogers DA, Regehr G, Yeh KA, Howdieshell TR. Computer-assisted learning versus a lecture and feedback seminar for teaching a basic surgical technical skill. Am J Surg 1998; 175 (06) 508-510
    CrossrefPubMedGoogle Scholar
  • 24 Inquimbert C, Tramini P, Alsina I, Valcarcel J, Giraudeau N. Perceived stress among french dental students and their opinion about education curriculum and pedagogy. J Int Soc Prev Community Dent 2017; 7 (Suppl. 02) S92-S98
    CrossrefPubMedGoogle Scholar
  • 25 Metz CJ, Ballard E, Metz MJ. The stress of success: an online module to help first-year dental students cope with the impostor phenomenon. J Dent Educ 2020; 84 (09) 1016-1024
    CrossrefPubMedGoogle Scholar