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Videotaped Feedback Method to Enhance Learning in Preclinical Operative Dentistry: An Experimental Study
Author(s) -
Shah Dipali Yogesh,
Dadpe Ashwini Manish,
Kalra Dheeraj Deepak,
Garcha Vikram P.
Publication year - 2015
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/j.0022-0337.2015.79.12.tb06046.x
Subject(s) - likert scale , dentistry , test (biology) , dental education , amalgam (chemistry) , psychology , medicine , significant difference , orthodontics , developmental psychology , paleontology , chemistry , electrode , biology
The aim of this study was to investigate if a videotaped feedback method enhanced teaching and learning outcomes in a preclinical operative laboratory setting for novice learners. In 2013, 60 dental students at a dental school in India were randomly assigned to two groups: control (n=30) and experimental (n=30). The control group prepared a Class II tooth preparation for amalgam after receiving a video demonstration of the exercise. The experimental group received the same video demonstration as the control group, but they also participated in a discussion and analysis of the control groups’ videotaped performance and then performed the same exercise. The self‐evaluation scores (SS) and examiner evaluation scores (ES) of the two groups were compared using the unpaired t‐test. The experimental group also used a five‐point Likert scale to rate each item on the feedback form. The means of SS (13.65±2.43) and ES (14.75±1.97) of the experimental group were statistically higher than the means of SS (11.55±2.09) and ES (11.60±1.82) of the control group. Most students in the experimental group perceived that this technique enhanced their learning experience. Within the limits of this study, the videotaped feedback using both ideal and non‐ideal examples enhanced the students’ performance.