{"title":"利用视频演示进行混合式学习可提高牙科学生的雕牙水平","authors":"Heba Alzer, Noor H Ismail, Firas Alsoleihat","doi":"10.2147/amep.s426199","DOIUrl":null,"url":null,"abstract":"<strong>Background:</strong> Learning fine motor skill is central to preclinical dental education. Dental students are introduced to anatomical tooth carving to facilitate the development of their fine motor skill and manual dexterity. Various carving technique exists, such as wax build-up, and geometric (block carving technique). Since substantial laboratory Time and instructors’ effort are required to teach students the desired techniques, blended learning approach via pre-recorded demonstration may improve the teaching and learning efficiency of anatomical tooth carving. For years, we used the Geometric method to teach preclinical dental students to carve down tooth sculptures after performing live demonstrations for them. Multiple practical laboratory demonstrations are necessary to deepen the student’s comprehensive understanding of dental anatomical features and teach them correct instrumentation; this is time-consuming and challenging due to limited laboratory hours and limited view field. Accordingly, in 2016 the teaching staff created videos for tooth drawing, carving, and identification, and uploaded them to the students’ university platform. Years later, we decided to perform this retrospective study.<br/><strong>Objective:</strong> To assess the enhancement in students’ tooth carving skills after implementing blended learning with video demonstrations.<br/><strong>Methods:</strong> The student’s total grades were used for comparative purposes. The students’ total grades between 2010 and 2019 were collected and categorized into two groups: Group 1 (n=858), which learned tooth carving by the Geometric method after live demonstrations, and Group 2 (972), which benefited from blended learning with video demonstrations in learning. The two groups’ mean, median, mode, Percentile 75, and Percentile 90 were compared.<br/><strong>Results:</strong> Group 2 showed higher grades than group 1, and the differences between the two groups’ mean and median were statistically significant p< 0.001. Moreover, the mode, P75 and P90 favored group 2.<br/><strong>Conclusion:</strong> Results show that blended learning with video demonstrations enhanced the achievements of dental students in tooth carving.<br/><br/>","PeriodicalId":47404,"journal":{"name":"Advances in Medical Education and Practice","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Blended Learning with Video Demonstrations Enhances Dental Students’ Achievements in Tooth Carving\",\"authors\":\"Heba Alzer, Noor H Ismail, Firas Alsoleihat\",\"doi\":\"10.2147/amep.s426199\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<strong>Background:</strong> Learning fine motor skill is central to preclinical dental education. Dental students are introduced to anatomical tooth carving to facilitate the development of their fine motor skill and manual dexterity. Various carving technique exists, such as wax build-up, and geometric (block carving technique). Since substantial laboratory Time and instructors’ effort are required to teach students the desired techniques, blended learning approach via pre-recorded demonstration may improve the teaching and learning efficiency of anatomical tooth carving. For years, we used the Geometric method to teach preclinical dental students to carve down tooth sculptures after performing live demonstrations for them. Multiple practical laboratory demonstrations are necessary to deepen the student’s comprehensive understanding of dental anatomical features and teach them correct instrumentation; this is time-consuming and challenging due to limited laboratory hours and limited view field. Accordingly, in 2016 the teaching staff created videos for tooth drawing, carving, and identification, and uploaded them to the students’ university platform. Years later, we decided to perform this retrospective study.<br/><strong>Objective:</strong> To assess the enhancement in students’ tooth carving skills after implementing blended learning with video demonstrations.<br/><strong>Methods:</strong> The student’s total grades were used for comparative purposes. The students’ total grades between 2010 and 2019 were collected and categorized into two groups: Group 1 (n=858), which learned tooth carving by the Geometric method after live demonstrations, and Group 2 (972), which benefited from blended learning with video demonstrations in learning. The two groups’ mean, median, mode, Percentile 75, and Percentile 90 were compared.<br/><strong>Results:</strong> Group 2 showed higher grades than group 1, and the differences between the two groups’ mean and median were statistically significant p< 0.001. Moreover, the mode, P75 and P90 favored group 2.<br/><strong>Conclusion:</strong> Results show that blended learning with video demonstrations enhanced the achievements of dental students in tooth carving.<br/><br/>\",\"PeriodicalId\":47404,\"journal\":{\"name\":\"Advances in Medical Education and Practice\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2023-12-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Advances in Medical Education and Practice\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2147/amep.s426199\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Advances in Medical Education and Practice","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2147/amep.s426199","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Blended Learning with Video Demonstrations Enhances Dental Students’ Achievements in Tooth Carving
Background: Learning fine motor skill is central to preclinical dental education. Dental students are introduced to anatomical tooth carving to facilitate the development of their fine motor skill and manual dexterity. Various carving technique exists, such as wax build-up, and geometric (block carving technique). Since substantial laboratory Time and instructors’ effort are required to teach students the desired techniques, blended learning approach via pre-recorded demonstration may improve the teaching and learning efficiency of anatomical tooth carving. For years, we used the Geometric method to teach preclinical dental students to carve down tooth sculptures after performing live demonstrations for them. Multiple practical laboratory demonstrations are necessary to deepen the student’s comprehensive understanding of dental anatomical features and teach them correct instrumentation; this is time-consuming and challenging due to limited laboratory hours and limited view field. Accordingly, in 2016 the teaching staff created videos for tooth drawing, carving, and identification, and uploaded them to the students’ university platform. Years later, we decided to perform this retrospective study. Objective: To assess the enhancement in students’ tooth carving skills after implementing blended learning with video demonstrations. Methods: The student’s total grades were used for comparative purposes. The students’ total grades between 2010 and 2019 were collected and categorized into two groups: Group 1 (n=858), which learned tooth carving by the Geometric method after live demonstrations, and Group 2 (972), which benefited from blended learning with video demonstrations in learning. The two groups’ mean, median, mode, Percentile 75, and Percentile 90 were compared. Results: Group 2 showed higher grades than group 1, and the differences between the two groups’ mean and median were statistically significant p< 0.001. Moreover, the mode, P75 and P90 favored group 2. Conclusion: Results show that blended learning with video demonstrations enhanced the achievements of dental students in tooth carving.