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Videotaped Feedback Method to Enhance Learning in Preclinical Operative Dentistry: An Experimental Study.

Dipali Yogesh Shah1, Ashwini Manish Dadpe2, Dheeraj Deepak Kalra2

  • 1Dr. Shah is Senior Professor, Department of Conservative Dentistry and Endodontics, Sinhgad Dental College and Hospital, Pune, Maharashtra, India; Dr. Dadpe is Lecturer, Department of Conservative Dentistry and Endodontics, Sinhgad Dental College and Hospital, Pune, Maharashtra, India; Dr. Kalra is Lecturer, Department of Public Health Dentistry, Sinhgad Dental College and Hospital, Pune, Maharashtra, India; and Dr. Garcha is Reader, Department of Public Health Dentistry, Sinhgad Dental College and Hospital, Pune, Maharashtra, India. dipali.nagda@yahoo.com.

Journal of Dental Education
|December 4, 2015
PubMed
Summary

Videotaped feedback significantly improved dental students' operative skills. This method, incorporating performance analysis, enhanced both self-evaluation and examiner scores in preclinical training.

Keywords:
dental educationoperative dentistryteaching methodvideotaped feedback

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Area of Science:

  • Dental Education
  • Operative Dentistry
  • Medical Simulation

Background:

  • Effective teaching methods are crucial for developing preclinical operative skills in novice dental students.
  • Traditional feedback methods may not fully address the complexities of learning operative procedures.
  • Integrating technology like video feedback offers potential for enhanced learning experiences.

Purpose of the Study:

  • To evaluate the impact of a videotaped feedback method on teaching and learning outcomes in preclinical operative dentistry.
  • To compare the effectiveness of traditional video demonstration versus video demonstration with performance analysis.
  • To assess novice dental students' perceptions of videotaped feedback in skill acquisition.

Main Methods:

  • A randomized controlled study involving 60 dental students divided into control and experimental groups.
  • Both groups received video demonstrations; the experimental group additionally engaged in analyzing videotaped performances.
  • Performance was assessed using self-evaluation scores (SS) and examiner evaluation scores (ES), compared via unpaired t-test.

Main Results:

  • The experimental group demonstrated statistically significant higher mean SS (13.65±2.43) and ES (14.75±1.97) compared to the control group (SS: 11.55±2.09, ES: 11.60±1.82).
  • A majority of students in the experimental group reported a positive impact on their learning experience.
  • The study indicated that videotaped feedback, including ideal and non-ideal examples, improved student performance.

Conclusions:

  • Videotaped feedback, particularly when combined with performance analysis, is an effective method for enhancing preclinical operative skills in dental education.
  • This innovative approach appears to boost student confidence and self-assessment abilities.
  • The findings suggest that incorporating analyzed video feedback can lead to improved clinical skill development among novice learners.