Mohammadzadeh Akhlaghi Nahid, Khalilak Zohreh, Vatanpour Mehdi, Moshari Amirabbas, Ghaffari Saman, Namazikhah Mohammad Sadegh
Department of Endodontic, Cranio-Maxillo_Facial Research Center, Dental Branch, Islamic Azad University, Tehran, Iran.
Department of Endodontic, Dental Branch, Islamic Azad University, Tehran, Iran.
Iran Endod J. 2017 Spring;12(2):201-204. doi: 10.22037/iej.2017.39.
Video-assisted clinical instruction (VACID) has been found to be a beneficial teaching tool for various fields in dentistry. The aim of this interventional study was to compare the efficacy of live conventional demonstration (CD), video teaching, and VACID (video with explanation) methods in teaching of root canal treatment to undergraduate dental students.
Forty-two undergraduate senior dental students participated in this study. The students experienced this course for the first time and were randomly divided into three groups (=14). Group A attended live CD on a patient; group B watched a professionally produced demonstration video without any verbal explanation during 1 h; and finally group C watched the same video alongside live explanation by a mentor during the 1.5 h (VACID). The whole process was performed by an experienced endodontist on maxillary central incisors. All of The students carried out a multiple choice question exam to evaluate their comprehension. The mean score of the experimental groups were compared using ANOVA test and multiple comparisons were carried out with Tamhane test. The level of significance was set at 0.05.
There was significant difference among three groups according to the ANOVA test (<0.05). Group VACID had the highest mean scores. There was significant difference between the groups VACID and VT (=0.011); no significant differences were found in other inter-group comparisons.
According to the results, VACID may improve the quality of endodontic training in undergraduate dental students.
视频辅助临床教学（VACID）已被证明是牙科各个领域中一种有益的教学工具。本干预性研究的目的是比较现场传统示范（CD）、视频教学和VACID（带讲解视频）方法在本科牙科学生根管治疗教学中的效果。
42名本科高年级牙科学生参与了本研究。这些学生首次体验该课程，并被随机分为三组（每组 = 14人）。A组观看对一名患者进行的现场CD演示；B组在1小时内观看一段专业制作的无任何口头讲解的演示视频；最后，C组在1.5小时内观看同一视频并由一名导师进行现场讲解（VACID）。整个过程由一位经验丰富的牙髓病医生在上颌中切牙上进行。所有学生都参加了多项选择题考试以评估他们的理解程度。使用方差分析（ANOVA）检验比较实验组的平均分数，并使用塔姆黑尼（Tamhane）检验进行多重比较。显著性水平设定为0.05。
根据方差分析检验，三组之间存在显著差异（<0.05）。VACID组的平均分数最高。VACID组和视频教学（VT）组之间存在显著差异（=0.011）；在其他组间比较中未发现显著差异。
根据结果，VACID可能会提高本科牙科学生牙髓病学培训的质量。
