Effect of educational intervention on computer‐aided‐design and computer‐aided‐manufacturing technology to preclinical dental students

Abstract

AbstractIntroductionThis study evaluated the effectiveness of a video presentation instruction compared to the prevailing traditional lecture provided in the preclinical classroom when introducing computer‐aided design/computer‐aided manufacturing (CAD/CAM) technology.Materials and MethodsThis study was conducted as a controlled educational trial (single‐blind) on 120 first‐year dental students. Students were assigned to two learning groups: the control (n = 60, traditional lecture) and the intervention (n = 60, video presentation). Both groups completed a self‐efficacy scale (SES) survey before instruction. Then, the intervention group actively participated in a one‐session video presentation while the control group was given a traditional lecture. After the presentations, student knowledge was assessed with a hands‐on simulated exercise that was scored out of 60 points. At last, students completed a post‐instruction student perception and attitude (SPA) survey. Inferential hypothesis testing was conducted with two‐sample t‐tests, and significance was defined as p ≤ .05.ResultsThere were no significant differences in the student pre‐instruction SES scores between the control and intervention groups. After the video learning, CAD/CAM knowledge application during the hands‐on simulated exercise showed significantly higher results in the intervention group as the assessment scores from the intervention group averaged 13.6 ± 2.0 points higher than the control group (p < .001). The results from the post‐instruction SPA survey showed no statistically significant difference between groups.ConclusionWith the video presentation technique, our first‐year dental students were able to greatly enhance their CAD/CAM application skills. The results from this study could be applied at other dental educational institutions with potential similar outcomes.