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Live demonstration versus multimedia: A comparison of two educational methods of orthodontic dental cast trimming | ||
| Journal of Advances in Medical Education & Professionalism | ||
| دوره 10، شماره 2، تیر 2022، صفحه 120-125 اصل مقاله (514.23 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30476/jamp.2021.91561.1450 | ||
| نویسندگان | ||
| ALIREZA ALIZADEH1؛ MOSTAFA SHEIKHI2؛ MOHAMMAD MASOUD VAKILI3؛ AZIN NOURIAN* 2 | ||
| 1School of dentistry, Zanjan University of Medical Sciences, Zanjan, Iran | ||
| 2Department of orthodontics, School of dentistry, Zanjan University of Medical Sciences, Zanjan, Iran | ||
| 3Department of Health Education & Health Promotion, School of Public Health, Zanjan University of Medical Sciences, Zanjan, Iran | ||
| چکیده | ||
| Introduction: The aim of this study was to compare the effect of two educational methods: live practical and multimedia demonstrations of dental cast trimming. Methods: In this quasi-experimental study, all 44 dental students from Zanjan University Dental School who were studying in the 8th semester entered the study. Using simple randomization, we assigned them to two groups. Multimedia and live demonstrations were used in the intervention (n=21) and control (n=23) groups, respectively. Knowledge of students was assessed using pretest and post-test. Practical skills were compared using the students’ final semester scores. The Individual Development and Educational Assessment questionnaire was used to assess the students’ reaction to instruction. For data analysis, mean and standard deviation, and independent and paired t-tests were used. Statistical analysis was performed using SPSS software. Results: In terms of knowledge, the pre-test scores of the intervention and control groups were not significantly different (P=0.457), and the post-test scores of the two intervention and control groups had no significant difference (P=0.053); however, in both intervention and control groups there was a significant difference between the scores before and after the test, and the scores of both groups increased after training (P=0.001, P=0.001). In terms of practical skills, no significant difference was observed in the mean and standard deviation of the scores in the two groups (P=0.902). There was no significant difference in terms of the students’ reaction to instruction. Conclusion: All students passed this course successfully. Further, their knowledge and skills were improved in both groups. Similar to the live practical demonstration, that of the multimedia led to a positive reaction to instruction in students. Therefore, multimedia education can be used well with the traditional method and even replaces it. | ||
| کلیدواژه‌ها | ||
| Orthodontics؛ Multimedia؛ Education | ||
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