Live demonstration versus multimedia: A comparison of two educational methods of orthodontic dental cast trimming

Alireza Alizadeh; Mostafa Sheikhi; Mohammad Masoud Vakili; Azin Nourian

doi:10.30476/JAMP.2021.91561.1450

Live demonstration versus multimedia: A comparison of two educational methods of orthodontic dental cast trimming

J Adv Med Educ Prof. 2022 Apr;10(2):120-125. doi: 10.30476/JAMP.2021.91561.1450.

Authors

Alireza Alizadeh¹, Mostafa Sheikhi², Mohammad Masoud Vakili³, Azin Nourian¹

Affiliations

¹ School of dentistry, Zanjan University of Medical Sciences, Zanjan, Iran.
² Department of orthodontics, School of dentistry, Zanjan University of Medical Sciences, Zanjan, Iran.
³ Department of Health Education & Health Promotion, School of Public Health, Zanjan University of Medical Sciences, Zanjan, Iran.

Abstract

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 pre-test 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-value= 0.457), and the post-test scores of the two intervention and control groups had no significant difference (p-value= 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-value= 0.001, p-value= 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-value=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.

Keywords: Education; Multimedia; Orthodontics.