Exploring the role of Instagram Reels in predoctoral dental implant education, a randomized crossover study

Dental students frequently exhibit disengagement with traditional long-format lectures and educational videos.

This study aimed to evaluate students' perceptions and acceptance of short-format social media videos, such as Instagram Reels (IR), compared to traditional long-format (LV) videos.

A randomized crossover study was conducted involving third- and fourth-year dental students in the predoctoral implant clinic. Participants were randomly assigned to 2 groups, each receiving both interventions but in different sequences: 1 group watched a series of IR (<2 minutes) followed by LV (>10 minutes) on the same topic (IR-LV). The other group watched the LV first, then the IR (LV-IR group). Questions were administered to assess demographics, learning efficacy, preferences regarding video length, engagement, content clarity, and credibility. Statistical analyses (descriptive statistics, a repeated-measures ANCOVA, independent-samples t tests, chi-squared tests) were performed to evaluate the survey responses (α=.05).

A total of 64 third- and fourth-year dental students participated. Instagram and YouTube were the most common social media platform used by participants. Most students felt the optimum length of the video was 6 minutes. IR's total mean ratings were higher than LV's total mean scores in student engagement, active learning, curiosity, accomplishing tasks quicker, enjoyability, ease of understanding, ease of retention, enhancing learning experience, and increasing efficiency in the clinic. Third-year students rated the IR significantly higher than fourth-year students (P=.001), whereas fourth-year students gave higher scores to the LV (P=.003). The results revealed a significant main effect of video type on students' perceived effectiveness (df=1, F=23.68, P<.001). A significant interaction was observed between video type and current academic year (df=1, F=19.91, P<.001).

Instagram Reels led to higher engagement, curiosity, and retention, with most students favoring content under 6 minutes. Incorporating brief, faculty-reviewed social media content in the curriculum may enhance learning while aligning with modern student preferences.