Jessica N. August, MSDH, is Assistant Professor, Dental Hygiene Department, Idaho State University; Linda D. Boyd, EdD, is Professor and Dean, Forsyth School of Dental Hygiene, MCPHS University; and Lori Giblin-Scanlon, MS, is Associate Professor, Forsyth School of Dental Hygiene, MCPHS University.
J Dent Educ. 2018 Sep;82(9):961-967. doi: 10.21815/JDE.018.095.
Dental educators are challenged to bridge the theory-practice gap to enhance the educational experience and meet the diverse learning needs of students. The aim of this study was to explore dental hygiene students' perceptions of the effectiveness, appeal, and satisfaction regarding instrumentation videos as a resource to improve learning in the clinical environment. All 152 first-year students in a U.S. baccalaureate dental hygiene program at two sites in two consecutive years were invited to participate in the study. Survey questions addressed demographics, effectiveness, appeal, and satisfaction with the instrumentation videos along with open-ended questions to explore students' perceptions of the videos' value and benefits. A total of 143 students completed the survey, for a response rate of 94%. The results showed that 50% to 70% of the respondents agreed or strongly agreed with questions relating to effectiveness, appeal, and satisfaction with the videos. Most participants used the videos while practicing (83%). Students who spoke English as a second language were less likely to feel the videos were effective, found them less appealing, and were less satisfied with them (p<0.05). Participants who practiced while using the videos were more likely to report them as being effective and appealing and were more satisfied with the videos than were participants who did not practice with them (p<0.05). Thematic analysis revealed the following themes in the open comments: helpfulness of the videos in clinical practice to clarify, reinforce, and visualize skills learned. These students reported satisfaction with the instrumentation videos, suggesting these learning aids have potential value in closing the theory-practice gap in clinical dental hygiene education.
牙科教育工作者面临着弥合理论与实践之间差距的挑战，以提高教育体验并满足学生多样化的学习需求。本研究旨在探讨牙科卫生学生对仪器操作视频作为改善临床环境学习资源的有效性、吸引力和满意度的看法。在连续两年的两个地点，邀请了美国学士水平的牙科卫生项目的所有 152 名一年级学生参加这项研究。调查问题涉及仪器操作视频的人口统计学、有效性、吸引力和满意度，以及开放式问题，以探讨学生对视频价值和益处的看法。共有 143 名学生完成了调查，应答率为 94%。结果显示，50%至 70%的受访者对与视频的有效性、吸引力和满意度相关的问题表示同意或强烈同意。大多数参与者在练习时使用了这些视频（83%）。以英语为第二语言的学生认为视频的效果较差，吸引力较低，对视频的满意度也较低（p<0.05）。在使用视频进行练习的参与者中，报告视频有效的和有吸引力的比例以及对视频的满意度均高于未进行练习的参与者（p<0.05）。主题分析在开放评论中揭示了以下主题：视频在临床实践中对澄清、强化和可视化所学技能的帮助。这些学生对仪器操作视频表示满意，这表明这些学习辅助工具在临床牙科卫生教育中弥合理论与实践差距方面具有潜在价值。
