Online videos: The hidden curriculum.
Marco Antonio Dias da Silva1,2, Andresa Costa Pereira1,2, Sibylle Vital3
1University of Birmingham, Birmingham, UK.
Summary
Dental students frequently use online videos for learning, often accessing YouTube for clinical procedures. However, they hesitate to share these resources with instructors, highlighting a need for critical evaluation skills.
Area of Science:
- Dental Education
- Digital Learning
- Medical Informatics
Background:
- Dental undergraduates utilize online resources for supplemental learning.
- Dental schools often do not endorse open-access online content.
- This study investigates dental student engagement with online video learning materials.
Purpose of the Study:
- To evaluate the usage patterns of online video content among dental students.
- To understand how dental students access and learn from digital video resources.
- To explore the perceived reliability and sharing habits of online dental educational videos.
Main Methods:
- A survey was administered to dental students from eight universities across three continents.
- The survey assessed access to, and learning from, online video resources.
- Data from 515 respondents were analyzed.
Main Results:
- 94.6% of dental students use the internet for learning, with 79.9% utilizing YouTube for clinical procedures.
- Students frequently consult online videos for procedural guidance, understanding lectures, and relearning techniques.
- Over half of students distrust online content's accuracy but continue to watch and share videos, often without informing faculty.
Conclusions:
- Dental students actively incorporate open-access digital videos into their studies.
- Students are reluctant to disclose their online video consumption to educators.
- There is a recognized need for students to develop critical appraisal skills for digital learning materials.
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