The impact of complete denture making instructional videos on self-directed learning of clinical skills
The impact of complete denture making instructional videos on self-directed learning of clinical skills
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DOI：
10.1016/j.jpor.2015.01.004
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发表时间：
2015-04-01
影响因子：
3.6
通讯作者：
Leung, Katherine Chiu Man
中科院分区：
文献类型：
--
作者：
Kon, Haruka;Botelho, Michael George;Leung, Katherine Chiu Man
目的：本研究的目的是评估带有结构化工作表的临床教学视频的有效性，以便在全口义齿计划中独立自学。方法：47 名多语言牙科学生通过观看带有有关临床全口义齿程序的字幕的教学视频来完成任务。完成后，学生们评估了他们的学习经历，并有 11 名学生参加了焦点小组访谈以获得进一步的见解。数据收集和分析的混合方法提供了描述性统计结果，编码的扎根理论方法从定性数据中识别出关键概念和类别。结果：超过 70% 的学生对学习体验有好感，并表示视频的速度和长度合适。关于字幕使用的高度正面和相互矛盾的负面评论表明人们对字幕的偏好高于音频，反之亦然。视频资源的使用被认为很有价值，因为重播和审查功能可以更好地可视化程序，这被认为是临床演示的良好回顾工具。它也是比教科书更好的复习辅助工具。所以，如果学生能够随意观看这些视频，他们认为视频是对自学的补充。尽管反应积极，但视频并未被考虑取代现场临床演示。结论：虽然学生更喜欢现场演示而不是临床视频，但他们确实表示认识到这些视频可以作为自学的补充学习材料，因为它们易于访问、用于复习和在临床准备之前。 (C) 2015 年日本口腔修复学会。由爱尔兰爱思唯尔出版。版权所有。
Purpose: The aim of this research was to evaluate the effectiveness of a clinical instructional video with a structured worksheet for independent self-study in a complete denture program.Methods: 47 multilingual dental students completed a task by watching an instructional video with subtitles regarding clinical complete denture procedures. After completion, students evaluated their learning experience, and 11 students participated in focus group interviews to gain further insight. A mixed-methods approach to data collection and analysis provided descriptive statistical results and a grounded theory approach to coding identified key concepts and categories from the qualitative data.Results: Over 70% of students had favorable opinions of the learning experience and indicated that the speed and length of the video were appropriate. Highly positive and conflicting negative comments regarding the use of subtitles showed both preferences for subtitles over audio and vice versa. The use of a video resource was considered valuable as the replay and review functions allowed better visualization of the procedures, which was considered a good recap tool for the clinical demonstration. It was also a better revision aid than textbooks. So, if the students were able to view these videos at will, they believed that videos supplemented their self-study. Despite the positive response, videos were not considered to replace live clinical demonstrations.Conclusions: While students preferred live demonstrations over the clinical videos they did express a realization of these as a supplemental learning material for self-study based on their ease of access, use for revision, and prior to clinical preparation. (C) 2015 Japan Prosthodontic Society. Published by Elsevier Ireland. All rights reserved.