Performance of Dental Students in Prosthodontics Laboratory: A Randomised Trial Comparing Written Instruction Lecture, Video-Recorded and Live Demonstration.

Abstract

Introduction: Teaching methodologies have evolved from traditional lecturing to include the utilisation of recording technologies. This study aims to assess the impact of three teaching methods: (written instruction, lecture, video-recorded and live demonstration) of a maxillary wax-rim construction on students' performance and to explore students' satisfaction and preference for teaching methods.

Materials and methods: The study was designed as a multiarm parallel-group randomised trial. A total of 106 third-year undergraduate dental students at the University of Jordan during the 2023/2024 academic year were recruited. Students were enrolled in Prosthodontics Laboratory-1 course and had not taken this laboratory before or failed third year. Students were randomised using a randomisation software into three groups based on maxillary wax-rim construction teaching methods: written instruction, lecture, video-recorded and live demonstration. Students' wax rims were marked by numbers to ensure blinding of three examiners who conducted anterior and posterior rim measurements (primary outcome). Students' satisfaction and preferences (secondary outcome) were also assessed by completing a nit questionnaire.

Results: Group 1 (written instruction lecture) included 34 students, Group 2 (video-recorded demonstration) 35 and Group 3 (live demonstration) included 37 students, with two students dropping out due to absence. Groups 1 and 2 performed lower than group three regarding posterior rim height and width (p < 0.05). Groups 2 and 3 performed better regarding anterior rim height and width compared to Group 1 (p < 0.05). Most of the students (86%) preferred live demonstration over other methods of teaching.

Conclusion: Live and video-recorded demonstrations improved students' performance in achieving comparable wax-rim parameters to reference values compared to written instruction lectures, with a preference for live demonstrations. Integrating these methods into preclinical prosthodontic curricula can enhance practical learning and skill development.