Live-Video versus Video Demonstration Methods: Dental Students’ Learning Preferences During the COVID-19 Pandemic
Öz
Aim: Due to the COVID-19 pandemic, the method of education has changed in dental education as in all other schools. The purpose of this study is to evaluate live-video demonstrations and video demonstrations in the dental anatomy and morphology course in terms of students' learning preferences during the COVID-19 pandemic process.
Material and Methods: The upper right canine tooth was carved from soap with a live-video demonstration in the preclinical laboratory the week before distance education started. After distance education started, a video demonstration was prepared for the carving of the lower canine tooth from soap and sent to students via e-mail. The students who watched both demonstrations were asked to carve these teeth from soap. A survey was conducted via Google Forms to get students’ opinions about the demonstration types and distance education by asking 11 Likert-type questions. The level of significance for statistical analysis was set at P≤ 0.05.
Results: 51 first year preclinical students (31 female, 20 male) participated this study. The mean age of students was 19.43 ± 1.01 years old. There was no statistically significant difference between the demonstration types in terms of students' learning preferences, the type of device used by students for distance learning and the selection of the demonstration type.
Conclusion: Although there was no difference between the types of demonstration in terms of students' learning preferences during the COVID-19 pandemic, students mostly preferred the video demonstrations if they are in the same environment with the instructor periodically.
Anahtar Kelimeler
Destekleyen Kurum
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Proje Numarası
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Teşekkür
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Kaynakça
- 1. Obrez A, Briggs C, Buckman J, Goldstein L, Courtney DDS;, Lamb DDS, et al. Teaching Clinically Relevant Dental Anatomy in the Dental Curriculum: Description and Assessment of an Innovative Module. J Dent Educ. 2011; 75(6): 797-804.
- 2. Kilistoff AJ, Mackenzie L, Marcel D’eon BDS;, Trinder K. Efficacy of a Step-by-Step Carving Technique for Dental Students. J Dent Educ. 2013; 77(1): 63-67.
- 3. Horst JA, Clark MD, Andrew BA;, Lee H. Critical Issues in Dental Education Observation, Assisting, Apprenticeship: Cycles of Visual and Kinesthetic Learning in Dental Education. J Dent Educ. 2009; 73(8): 919-933.
- 4. Khatoon B, Hill KB, Walmsley AD. Can we learn, teach and practise dentistry anywhere, anytime? Br Dent J. 2013;215(7): 345–347. 5. Crompton H, Burke D. The use of mobile learning in higher education: A systematic review. Comput Educ. 2018;123: 53–64. 6. Murphy RJ, Gray SA, Straja SR, Bogert MC. Student Learning Preferences and Teaching Implications. J Dent Educ. 2004; 68(8): 859-866.
- 7. Maggio MP, Hariton-gross K, Gluch J. f The use of independent, interactive media for education in dental morphology. J Dent Educ. 2012 ;76(11): 1497–1511.
- 8. Packer ME, Rogers JO, Coward TJ, Newman PS, Wakeley R. A comparison between videotaped and live demonstrations, for the teaching of removable partial denture procedures. Eur J Dent Educ. 2001;5(1): 17–22.
- 9. Ramlogan S, Raman V, Sweet J. A comparison of two forms of teaching instruction: Video vs. live lecture for education in clinical periodontology. Eur J Dent Educ. 2014; 18(1): 31–38.
- 10. World Health Organization. (2020). Considerations for quarantine of individuals in the context of containment for coronavirus disease (COVID-19): interim guidance, 19 March 2020.
- 11. Nelson SJ, Ash MM. Wheeler's Dental Anatomy, Physiology, and Occlusion. 11 th ed. St. Louis: Elsevier; 2019.
- 12. Google Forms [Internet]. Accessed: May 21, 2020. Available from: https://docs.google.com/forms/u/0/
- 13. Aragon CE, Zibrowski EM. Does Exposure to a Procedural Video Enhance Preclinical Dental Student Performance in Fixed Prosthodontics? J Dent Educ. 2008; 72(1), 67-71.
- 14. Alqahtani ND, Al-Jewair T, Al-Moammar K, Albarakati SF, Alkofide EA. Live demonstration versus procedural video: A comparison of two methods for teaching an orthodontic laboratory procedure Approaches to teaching and learning. BMC Med Educ. 2015; 15(1), 1-4.
- 15. Thilakumara IP, Jayasinghe RM, Rasnayaka SK, Jayasinghe VP, Abeysundara S. Effectiveness of Procedural Video Versus Live Demonstrations in Teaching Laboratory Techniques to Dental Students. J Dent Educ. 2018; 82(8), 898-904.
- 16. Atik E, Gorucu-Coskuner H, Taner T. The Effect of Live-Video Demonstration on Dental Students’ Orthodontic Bending Performance. J Dent Educ. 2020; 84(3), 377-384.
- 17. Gorucu-Coskuner H, Atik E, Taner T. Comparison of Live-Video and Video Demonstration Methods in Clinical Orthodontics Education. J Dent Educ. 2020; 84(1), 44-50.
Canlı-Video Demonstrasyonlarına Karşı Video Demonstrasyonları: COVID-19 Pandemi Sürecinde Diş Hekimliği Öğrencilerinin Öğrenme Tercihleri
Öz
Amaç: COVID-19 salgını nedeniyle diğer tüm fakültelerde olduğu gibi diş hekimliği eğitiminde de eğitim metodları değişmiştir. Bu çalışmanın amacı, COVID-19 salgını sürecinde dental anatomi dersinde öğrencilerin öğrenme tercihleri açısından canlı-video demonstrasyonları ve video demonstrasyonlarını değerlendirmektir.
Gereç ve Yöntemler: Üst sağ kanin dişi uzaktan eğitim süreci başlamadan bir hafta önce preklinik laboratuarında canlı-video demonstrasyonu ile sabundan kazıma yöntemiyle elde edilmiştir. Uzaktan eğitim başladıktan sonra alt sağ köpek dişi için sabundan kazıma yöntemiyle elde edilmesi için video gösterimi hazırlanarak öğrencilere e-posta yoluyla gönderildi. Her iki demonstrasyonu da izleyen öğrencilerden bu dişleri sabundan kazıma yöntemiyle elde etmeleri istendi. Google Formlar aracılığıyla, öğrencilerin demonstrasyon türleri ve uzaktan eğitim hakkında fikirlerini almak için 11 adet Likert tipi soru sorarak bir anket yapılmıştır. İstatistiksel analiz için anlamlılık seviyesi P <0.05 olarak belirlendi.
Bulgular: Bu çalışmaya 51 tane (31 kız, 20 erkek) 1. sınıf diş hekimliği öğrencisi katıldı. Öğrencilerin yaş ortalaması 19,43 ± 1,01'dir. Öğrencilerin öğrenme tercihleri açısından demonstrasyon türleri arasında, öğrencilerin uzaktan eğitim için kullandıkları cihaz tipinin demonstrasyon türü seçimi açısından istatistiksel olarak anlamlı bir farkı yoktur.
Sonuç: COVID-19 salgını sırasında öğrencilerin öğrenme tercihleri açısından demonstrasyon türleri arasında bir fark olmamasına rağmen, öğrenciler en çok eğitmenle belirli aralıklarla bir araya geldikleri video demonstrasyonu yöntemini tercih etmişlerdir.
Anahtar Kelimeler
Proje Numarası
-
Kaynakça
- 1. Obrez A, Briggs C, Buckman J, Goldstein L, Courtney DDS;, Lamb DDS, et al. Teaching Clinically Relevant Dental Anatomy in the Dental Curriculum: Description and Assessment of an Innovative Module. J Dent Educ. 2011; 75(6): 797-804.
- 2. Kilistoff AJ, Mackenzie L, Marcel D’eon BDS;, Trinder K. Efficacy of a Step-by-Step Carving Technique for Dental Students. J Dent Educ. 2013; 77(1): 63-67.
- 3. Horst JA, Clark MD, Andrew BA;, Lee H. Critical Issues in Dental Education Observation, Assisting, Apprenticeship: Cycles of Visual and Kinesthetic Learning in Dental Education. J Dent Educ. 2009; 73(8): 919-933.
- 4. Khatoon B, Hill KB, Walmsley AD. Can we learn, teach and practise dentistry anywhere, anytime? Br Dent J. 2013;215(7): 345–347. 5. Crompton H, Burke D. The use of mobile learning in higher education: A systematic review. Comput Educ. 2018;123: 53–64. 6. Murphy RJ, Gray SA, Straja SR, Bogert MC. Student Learning Preferences and Teaching Implications. J Dent Educ. 2004; 68(8): 859-866.
- 7. Maggio MP, Hariton-gross K, Gluch J. f The use of independent, interactive media for education in dental morphology. J Dent Educ. 2012 ;76(11): 1497–1511.
- 8. Packer ME, Rogers JO, Coward TJ, Newman PS, Wakeley R. A comparison between videotaped and live demonstrations, for the teaching of removable partial denture procedures. Eur J Dent Educ. 2001;5(1): 17–22.
- 9. Ramlogan S, Raman V, Sweet J. A comparison of two forms of teaching instruction: Video vs. live lecture for education in clinical periodontology. Eur J Dent Educ. 2014; 18(1): 31–38.
- 10. World Health Organization. (2020). Considerations for quarantine of individuals in the context of containment for coronavirus disease (COVID-19): interim guidance, 19 March 2020.
- 11. Nelson SJ, Ash MM. Wheeler's Dental Anatomy, Physiology, and Occlusion. 11 th ed. St. Louis: Elsevier; 2019.
- 12. Google Forms [Internet]. Accessed: May 21, 2020. Available from: https://docs.google.com/forms/u/0/
- 13. Aragon CE, Zibrowski EM. Does Exposure to a Procedural Video Enhance Preclinical Dental Student Performance in Fixed Prosthodontics? J Dent Educ. 2008; 72(1), 67-71.
- 14. Alqahtani ND, Al-Jewair T, Al-Moammar K, Albarakati SF, Alkofide EA. Live demonstration versus procedural video: A comparison of two methods for teaching an orthodontic laboratory procedure Approaches to teaching and learning. BMC Med Educ. 2015; 15(1), 1-4.
- 15. Thilakumara IP, Jayasinghe RM, Rasnayaka SK, Jayasinghe VP, Abeysundara S. Effectiveness of Procedural Video Versus Live Demonstrations in Teaching Laboratory Techniques to Dental Students. J Dent Educ. 2018; 82(8), 898-904.
- 16. Atik E, Gorucu-Coskuner H, Taner T. The Effect of Live-Video Demonstration on Dental Students’ Orthodontic Bending Performance. J Dent Educ. 2020; 84(3), 377-384.
- 17. Gorucu-Coskuner H, Atik E, Taner T. Comparison of Live-Video and Video Demonstration Methods in Clinical Orthodontics Education. J Dent Educ. 2020; 84(1), 44-50.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Sağlık Kurumları Yönetimi |
| Bölüm | Araştırma Makaleleri |
| Yazarlar | |
| Proje Numarası | - |
| Yayımlanma Tarihi | 7 Mayıs 2021 |
| Gönderilme Tarihi | 19 Kasım 2020 |
| Yayımlandığı Sayı | Yıl 2021 Cilt: 11 Sayı: 2 |
