Dental students’ perceptions and educational impact of preclinical interactive videos compared and in combination with live demonstrations

Abstract

AbstractObjectiveTo study the utility of simulation videos with embedded quiz items compared and in combination with live hands‐on demonstrations of dental procedures.MethodsThirty‐three videos with embedded items were developed to help students understand the procedures they had to practice in the simulation laboratory. Videos were uploaded to the university LMS platform for students to watch and complete the embedded items as many times as they liked. All 76 students from 2021 and 73 from 2022 Integrated Dentistry III courses were invited to participate in the study. Practical (OSCE) and theoretical (MCQ) exam grades of the 2021 academic year, when interactive videos replaced live demonstrations, were collected and compared to those of the previous years (2017–2020) when only live demonstrations were performed, as were those from the 2022 academic year, when videos were complemented with hands‐on live demonstrations. At the end of each year, a perception questionnaire was voluntarily completed by the students.ResultsAssessment grades were significantly higher in the 2021 academic year when interactive videos were incorporated versus the 2017–2020 period when only live demonstrations were performed. However, the combination of interactive videos with live demonstrations performed during 2022 showed the highest exam grades. Seventy‐nine percent of students answered the questionnaire, highly valued the utility of the interactive videos and liked the embedded items. Overall, they stated that they learned from the videos.ConclusionsInteractive videos of preclinical procedures with embedded items combined with live demonstrations can significantly enhance students’ learning and are valued by students.