Journal of dental education
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Randomized Controlled Trial Comparative Study
Impact of Technique-Specific Operative Videos on First-Year Dental Students' Performance of Restorative Procedures.
The aim of this study was to examine the impact of psychomotor operative video demonstrations on first-year dental students who are performing specific procedures for the first time in a preclinical setting. The class was randomly divided into two groups, and three restorative procedures were selected. On the date on which each procedure was to be performed in the preclinical laboratory for the first time, one group (experimental, n=50) was shown a technique video for that specific procedure immediately before commencing the exercise; the control cohort (n=50) did not view the video. ⋯ A chi-square test of questionnaire responses revealed a positive student perception of administering these videos for the preparation (X(2)=4.8, p<0.03), the amalgam restoration (X(2)=12.4, p<0.001), and the composite restoration (X(2)=11.3, p<0.001). The psychomotor video demonstrations did not immediately improve student performance on preclinical operative procedures, but they were well received by students and augmented self-assessment ability. These findings suggest that videos can be a useful teaching aid in a preclinical environment, especially regarding comprehension of concepts.
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Randomized Controlled Trial Comparative Study
Tobacco cessation treatment education for dental students using standardized patients.
The use of standardized patients (SPs) shows promise in tobacco cessation treatment (TCT) training by providing a simulated clinical environment for dental students to practice counseling skills with individuals trained to portray patients. The purpose of this study was to determine if there was a difference in attitudes, perceptions, and knowledge between dental students who received a lecture and practice sessions with SPs and those who received a lecture only. Dental students in an introductory clinical course at one dental school were invited to participate in the study by completing a pre and post questionnaire. ⋯ Of ninety-eight students who attended the lecture and were invited to participate in the study, a total of ninety-four from the two groups (96 percent) provided two linkable questionnaires for analysis. In the results, training with lecture and SPs increased the students' understanding of barriers, subjective norms, perceived skills, self-efficacy, and intentions to provide TCT more than those in the lecture only; however, it did not significantly increase their attitudes and knowledge. These findings suggest that using SPs is a valuable educational method to promote the provision of TCT by dental students and graduates.
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Randomized Controlled Trial Comparative Study
Communication skills course in an Indian undergraduate dental curriculum: a randomized controlled trial.
This study assessed the impact of a course on communication skills for third-year undergraduate dental students at a dental institute in India. A randomized pretest, posttest controlled trial was conducted with all the students from four cohorts of third-year dental undergraduate students, divided into an intervention group (n=30) and a control group (n=30). The course was developed using Kern's six-step approach to curriculum development. ⋯ In contrast, the implementation of a course on communication skills did improve the students' dentist-patient interactions. Integrating the teaching and development of a relevant, outcome-based course on communication skills provided clear evidence of communication skills acquisition among these dental students. The course could be introduced in other Indian dental schools.
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Randomized Controlled Trial Comparative Study
Integration of basic sciences and clinical sciences in oral radiology education for dental students.
Educational research suggests that cognitive processing in diagnostic radiology requires a solid foundation in the basic sciences and knowledge of the radiological changes associated with disease. Although it is generally assumed that dental students must acquire both sets of knowledge, little is known about the most effective way to teach them. Currently, the basic and clinical sciences are taught separately. ⋯ On immediate and delayed testing, participants in the integrated basic science group outperformed those from the segregated group. A main effect of learning condition was found to be significant (p<0.05). The results of this study support the critical role of integrating biomedical knowledge in diagnostic radiology and shows that teaching basic sciences integrated with clinical features produces higher diagnostic accuracy in novices than teaching basic sciences segregated from clinical features.
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Randomized Controlled Trial Comparative Study
Dental anatomy carving computer-assisted instruction program: an assessment of student performance and perceptions.
The purpose of this study was to compare the performance of students exposed to two different instructional modalities for dental anatomy wax carving: CAI (computer-assisted instruction) using DVD technology, or traditional laboratory instruction. Students' self-assessment scores were also compared to faculty scores, and students' perceptions of their teaching modality were analyzed. Seventy-three first-year dental students (response rate 81 percent) participated in this randomized single blind trial, in which faculty graders were blinded to student group assignment. ⋯ Similar percentages of students in the traditional group had either favorable or unfavorable perceptions of their learning experience, while more students in the DVD-only group reported favorable perceptions. Students from both groups said they wanted more faculty feedback in the course. Based on these objective and subjective data, merging CAI and traditional laboratory teaching may best enhance student learning needs.