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Clinical Scenario Videos Improve D.M.D Students' Perception of the Basic Sciences and Ability to Apply Content Knowledge
Author(s) -
Metz Cynthia Jayne,
Metz Michael James
Publication year - 2017
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.31.1_supplement.576.52
Subject(s) - comprehension , perception , medical education , psychology , medicine , computer science , neuroscience , programming language
Students enrolled in D.M.D. programs often have difficulty understanding the importance of basic science classes, such as physiology, for their future careers as practicing dentists. In order to help alleviate this issue, a series of video modules were created using simulated patients and custom‐designed animations that showcase medical emergencies in the dental practice. Students formatively assessed their knowledge using embedded questions. These responses indicated that while students could initially recognize the cause of the medical emergency, they had difficulty in applying their knowledge of physiology to the scenario. In two of the three videos, students drastically improved their ability to answer high‐level clinical questions at the conclusion of the video. Additionally, when compared to the previous year of the course, there was a significant improvement in unit exam scores on clinically‐related questions (6.2% increase), while no change was found for the basic science questions. Surveys were administered to freshmen and senior dental students to compare their perception of these changes. Freshmen students indicated a more positive perception of the physiology course and its importance for success on board examinations and their dental career. The most positive reported aspects of the clinical scenario modules were the clear applications of physiology to real‐life dental situations, the interactive nature of the videos, and the improved student comprehension of course concepts. These results suggest that online modules may successfully be used to improve student perceptions of the basic sciences, and enhance the ability of students to apply basic science content to clinically‐important scenarios.