Potentiating the Learning Outcomes in Paediatric Dentistry via Clinical Vicarious Learning Dialogue Videos: A Mixed...

Vicarious learning has demonstrated potential in dental education, particularly in enhancing cognitive engagement, analytical thinking, and self-efficacies among students. This study examined the impact of implementing a series of vicarious learning dialogue videos (VLDVs) to improve the critical thinking, operative skills, and confidence of newly engaged dental undergraduate students in paediatric dentistry.

VLDVs were accessible to students through the university learning platform for self-directed access in a paediatric dentistry clinical course. Seventy-six dental students who had begun treating paediatric patients were recruited for the study. A comprehensive research approach was utilised, incorporating video viewing analysis, focus group interviews with thematic analyses, and questionnaire surveys to evaluate the VLDVs in terms of usage, general impressions, functionality, and application to learning.

The evaluation of the VLDVs demonstrated favourable perceptions among students who were new to paediatric dentistry. Four main themes were identified, including learning resources, observational learning, empathy, and affordance phenomena. VLDVs were highly regarded for their contribution to the clinical transitional process, particularly in simulating real clinical procedures and providing informative content. Students utilised the VLDVs for revision, skill refinement, and preparation for assessments, often consuming them prior to performing procedures in the clinic. Vicarious learning through VLDVs was observed to stimulate critical thinking, prevent errors, and enhance self-confidence.

VLDVs effectively facilitate critical thinking and improve students' operative skills, preparedness, and confidence. This video genre shows promise in aiding the transition from simulation laboratory to real-life practice in treating paediatric patients.