Orthodontics Group, Division of Craniofacial and Surgical Care, Adams School of Dentistry, University of North Carolina, Chapel Hill, North Carolina, USA.
Clearsmile Orthodontics, Huntersville, North Carolina, USA.
Orthod Craniofac Res. 2023 Dec;26 Suppl 1(Suppl 1):210-220. doi: 10.1111/ocr.12669. Epub 2023 May 15.
PURPOSE/OBJECTIVES: Multimedia presentations and online platforms are used in dental education. Though studies indicate the benefits of video-based lectures (VBLs), data regarding user reception and optimal video features in dental education are limited, particularly on Web 2.0 platforms like YouTube. Given increasing technology integration and remote learning, dental educators need evidence to guide implementation of YouTube videos as a freely available resource. The purpose of this study is to determine video metrics, viewership and format efficacy for dental education videos.
First, a cross-sectional survey was conducted of viewers (N = 683) of the Mental Dental educational videos on YouTube. Analytics were evaluated for 677 200 viewers to assess audience demographics, retention and optimal video length. Second, a randomized crossover study was conducted of dental students (N = 101) who watched VBLs in either slideshow or pencast formats and were tested on content learning to compare format efficacy.
Most viewers of Mental Dental videos were dental students (44.2%) and professionals (37.8%) who would likely recommend the platform to a friend or colleague (Net Promoter Score = 82.1). Audience retention declined steadily at 1.34% per minute, independent of video length. Quiz performance did not differ between slideshow and pencast videos, with students having a slight preference for slideshows (P = 0.049).
Dental students and professionals use VBLs and are likely to recommend them to friends and colleagues. There is no optimal video length to maximize audience retention and lecture format (slideshow vs. pencast) does not significantly impact content learning. Results can guide implementation of VBLs in dental curricula.
目的/目标：多媒体演示和在线平台被用于牙科教育。虽然研究表明基于视频的讲座（VBL）有好处，但关于用户接受度和牙科教育中最佳视频功能的数据有限，尤其是在 YouTube 等 Web 2.0 平台上。考虑到技术集成和远程学习的增加，牙科教育者需要有证据来指导将 YouTube 视频作为免费资源的实施。本研究的目的是确定牙科教育视频的视频指标、收视率和格式效果。
首先，对 YouTube 上 Mental Dental 教育视频的观众（N=683）进行了横断面调查。对 677200 名观众的分析评估了观众特征、保留率和最佳视频长度。其次，对 101 名牙科学生进行了幻灯片或 pencast 格式的 VBL 随机交叉研究，并对内容学习进行了测试，以比较格式效果。
Mental Dental 视频的大多数观众是牙科学生（44.2%）和专业人员（37.8%），他们很可能会向朋友或同事推荐该平台（净推荐值=82.1）。观众的保留率独立于视频长度，每分钟稳定下降 1.34%。幻灯片和 pencast 视频的测验成绩没有差异，学生对幻灯片有轻微偏好（P=0.049）。
牙科学生和专业人员使用 VBL 并可能向朋友和同事推荐。没有最佳的视频长度来最大化观众保留率，讲座格式（幻灯片与 pencast）不会显著影响内容学习。结果可以指导 VBL 在牙科课程中的实施。
