{"title":"利用白板动画视频在生物医学科学:两个牙科学校的比较研究。","authors":"Meixun Sinky Zheng, Hubert K Chan","doi":"10.1002/jdd.13915","DOIUrl":null,"url":null,"abstract":"<p><strong>Objectives: </strong>Health profession institutions increasingly invest in digital resources to enhance student learning, yet limited research on their usage leaves them without evidence-based implementation guidance. This retrospective study evaluated dental students' use of whiteboard animated videos as supplementary resources in biomedical sciences at the University of the Pacific, Arthur A. Dugoni School of Dentistry (\"Dugoni\") and Western University of Health Sciences, College of Dental Medicine (\"WUCDM\").</p><p><strong>Methods: </strong>Video usage data from Dugoni's class of 2023 (n = 137) and WUCDM's class of 2024 (n = 67) was analyzed over three academic years to identify patterns, including class-level frequency of \"video watches,\" videos with the highest unique viewers, and those with the highest total watch counts. ANOVA tests assessed differences in average \"video watches\" per student across years at each institution.</p><p><strong>Results: </strong>Videos were frequently accessed during the first year but declined as students entered clinical training. At Dugoni, \"video watches\" decreased from 6489 in Year 1 to 640 in Year 2 and 1710 in Year 3. At WUCDM, \"video watches\" fell from 1021 in Year 1 to 328 in Year 2 and 210 in Year 3. ANOVA tests showed significant differences in average \"video watches\" per student between the first and subsequent years at Dugoni, while none were observed at WUCDM. Dugoni's more sustained usage likely reflected faculty integration into coursework.</p><p><strong>Conclusions: </strong>The videos are most valuable in preclinical training, and faculty engagement is essential for optimizing their impact. These findings provide insights for institutions considering investments in digital learning resources.</p>","PeriodicalId":50216,"journal":{"name":"Journal of Dental Education","volume":" ","pages":"e13915"},"PeriodicalIF":1.6000,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Utilizing Whiteboard Animated Videos in Biomedical Sciences: A Comparative Study Between Two Dental Schools.\",\"authors\":\"Meixun Sinky Zheng, Hubert K Chan\",\"doi\":\"10.1002/jdd.13915\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objectives: </strong>Health profession institutions increasingly invest in digital resources to enhance student learning, yet limited research on their usage leaves them without evidence-based implementation guidance. This retrospective study evaluated dental students' use of whiteboard animated videos as supplementary resources in biomedical sciences at the University of the Pacific, Arthur A. Dugoni School of Dentistry (\\\"Dugoni\\\") and Western University of Health Sciences, College of Dental Medicine (\\\"WUCDM\\\").</p><p><strong>Methods: </strong>Video usage data from Dugoni's class of 2023 (n = 137) and WUCDM's class of 2024 (n = 67) was analyzed over three academic years to identify patterns, including class-level frequency of \\\"video watches,\\\" videos with the highest unique viewers, and those with the highest total watch counts. ANOVA tests assessed differences in average \\\"video watches\\\" per student across years at each institution.</p><p><strong>Results: </strong>Videos were frequently accessed during the first year but declined as students entered clinical training. At Dugoni, \\\"video watches\\\" decreased from 6489 in Year 1 to 640 in Year 2 and 1710 in Year 3. At WUCDM, \\\"video watches\\\" fell from 1021 in Year 1 to 328 in Year 2 and 210 in Year 3. ANOVA tests showed significant differences in average \\\"video watches\\\" per student between the first and subsequent years at Dugoni, while none were observed at WUCDM. Dugoni's more sustained usage likely reflected faculty integration into coursework.</p><p><strong>Conclusions: </strong>The videos are most valuable in preclinical training, and faculty engagement is essential for optimizing their impact. 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引用次数: 0
摘要
目标:卫生专业机构越来越多地投资于数字资源,以加强学生的学习,但对其使用情况的有限研究使他们缺乏基于证据的实施指导。本回顾性研究评估了太平洋大学Arthur A. Dugoni牙科学院(“Dugoni”)和西部健康科学大学牙科医学院(“WUCDM”)牙科学生在生物医学科学中使用白板动画视频作为补充资源的情况。方法:对Dugoni的2023届学生(n = 137)和WUCDM的2024届学生(n = 67)的视频使用数据进行了三个学年的分析,以确定模式,包括班级“视频观看”的频率,拥有最高独立观众的视频,以及拥有最高总观看次数的视频。方差分析(ANOVA)测试评估了每个学生在不同年份的平均“视频观看时间”的差异。结果:视频在第一年经常被访问,但随着学生进入临床培训而下降。在Dugoni,“视频手表”从第一年的6489块减少到第二年的640块和第三年的1710块。在WUCDM,“视频手表”从第一年的1021块下降到第二年的328块和第三年的210块。方差分析显示,在Dugoni的第一年和随后的几年里,每个学生的平均“视频观看次数”有显著差异,而在WUCDM没有观察到。Dugoni的持续使用可能反映了教师对课程的整合。结论:视频在临床前培训中最有价值,教师参与对优化其影响至关重要。这些发现为考虑投资数字学习资源的机构提供了见解。
Utilizing Whiteboard Animated Videos in Biomedical Sciences: A Comparative Study Between Two Dental Schools.
Objectives: Health profession institutions increasingly invest in digital resources to enhance student learning, yet limited research on their usage leaves them without evidence-based implementation guidance. This retrospective study evaluated dental students' use of whiteboard animated videos as supplementary resources in biomedical sciences at the University of the Pacific, Arthur A. Dugoni School of Dentistry ("Dugoni") and Western University of Health Sciences, College of Dental Medicine ("WUCDM").
Methods: Video usage data from Dugoni's class of 2023 (n = 137) and WUCDM's class of 2024 (n = 67) was analyzed over three academic years to identify patterns, including class-level frequency of "video watches," videos with the highest unique viewers, and those with the highest total watch counts. ANOVA tests assessed differences in average "video watches" per student across years at each institution.
Results: Videos were frequently accessed during the first year but declined as students entered clinical training. At Dugoni, "video watches" decreased from 6489 in Year 1 to 640 in Year 2 and 1710 in Year 3. At WUCDM, "video watches" fell from 1021 in Year 1 to 328 in Year 2 and 210 in Year 3. ANOVA tests showed significant differences in average "video watches" per student between the first and subsequent years at Dugoni, while none were observed at WUCDM. Dugoni's more sustained usage likely reflected faculty integration into coursework.
Conclusions: The videos are most valuable in preclinical training, and faculty engagement is essential for optimizing their impact. These findings provide insights for institutions considering investments in digital learning resources.
期刊介绍:
The Journal of Dental Education (JDE) is a peer-reviewed monthly journal that publishes a wide variety of educational and scientific research in dental, allied dental and advanced dental education. Published continuously by the American Dental Education Association since 1936 and internationally recognized as the premier journal for academic dentistry, the JDE publishes articles on such topics as curriculum reform, education research methods, innovative educational and assessment methodologies, faculty development, community-based dental education, student recruitment and admissions, professional and educational ethics, dental education around the world and systematic reviews of educational interest. The JDE is one of the top scholarly journals publishing the most important work in oral health education today; it celebrated its 80th anniversary in 2016.