Live lectures and videos do not differ in relation to learning outcomes of dental ergonomics
Abstract Objectives This study aimed to compare the knowledge attained by third‐year dental students in physical ergonomics altering live lectures and videos in teaching. The second aim was to investigate implementation of the theoretical knowledge on ergonomics into practice. Material and methods F...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Wiley
2020-10-01
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| Series: | Clinical and Experimental Dental Research |
| Subjects: | |
| Online Access: | https://doi.org/10.1002/cre2.300 |
| _version_ | 1818360791068311552 |
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| author | Jukka Leinonen Marja‐Liisa Laitala Julia Pirttilahti Leena Niskanen Paula Pesonen Vuokko Anttonen |
| author_facet | Jukka Leinonen Marja‐Liisa Laitala Julia Pirttilahti Leena Niskanen Paula Pesonen Vuokko Anttonen |
| author_sort | Jukka Leinonen |
| collection | DOAJ |
| description | Abstract Objectives This study aimed to compare the knowledge attained by third‐year dental students in physical ergonomics altering live lectures and videos in teaching. The second aim was to investigate implementation of the theoretical knowledge on ergonomics into practice. Material and methods Forty‐five students divided into two groups attended a live lecture (45 min) or viewed videos (45 min). After the first teaching session, the groups changed parts. All students answered a questionnaire with 13 true or false‐questions on ergonomics at baseline and immediately after both teaching sessions. Friedman's test and Wilcoxon signed rank test were used to compare questionnaire scores of the student groups. Additionally, we photographed 17 randomly selected students 3 months after baseline during a simulation workshop on endodontics. We analyzed the photographs for ergonomic postures using a specific 12‐point checklist. Results At baseline, no difference in the knowledge between the two groups was discovered, when both scored 72%. After the first teaching session, significant improvement in both groups (p < .05) was found; and there was no statistically significant difference in the scores between the groups (88% in the lecture‐first and 82% in the video‐first group). After the second teaching session, the scores were similar in both groups. Overall all improvement in both groups was significant (p < .001). The photograph analysis showed half of the postures being in accord with the ergonomic guidelines. Conclusions Both live lectures and videos showed similar outcomes in teaching ergonomics. Implementation of the knowledge on ergonomics is insufficient. Videos provide an easy‐to‐organize alternative to live lectures in teaching dental ergonomics. New means are needed to have dental students implement their knowledge on ergonomics into practice. |
| first_indexed | 2024-12-13T21:06:24Z |
| format | Article |
| id | doaj.art-f425eaa06c4545fa9a5176ad105f594f |
| institution | Directory Open Access Journal |
| issn | 2057-4347 |
| language | English |
| last_indexed | 2024-12-13T21:06:24Z |
| publishDate | 2020-10-01 |
| publisher | Wiley |
| record_format | Article |
| series | Clinical and Experimental Dental Research |
| spelling | doaj.art-f425eaa06c4545fa9a5176ad105f594f2022-12-21T23:31:29ZengWileyClinical and Experimental Dental Research2057-43472020-10-016548949410.1002/cre2.300Live lectures and videos do not differ in relation to learning outcomes of dental ergonomicsJukka Leinonen0Marja‐Liisa Laitala1Julia Pirttilahti2Leena Niskanen3Paula Pesonen4Vuokko Anttonen5Department of Clinical Dentistry UiT The Arctic University of Norway Tromso NorwayDepartment of Clinical Dentistry UiT The Arctic University of Norway Tromso NorwayDepartment of Clinical Dentistry UiT The Arctic University of Norway Tromso NorwayDepartment of Clinical Dentistry UiT The Arctic University of Norway Tromso NorwayInfrastructure for Population Studies, Faculty of Medicine University of Oulu Oulu FinlandDepartment of Clinical Dentistry UiT The Arctic University of Norway Tromso NorwayAbstract Objectives This study aimed to compare the knowledge attained by third‐year dental students in physical ergonomics altering live lectures and videos in teaching. The second aim was to investigate implementation of the theoretical knowledge on ergonomics into practice. Material and methods Forty‐five students divided into two groups attended a live lecture (45 min) or viewed videos (45 min). After the first teaching session, the groups changed parts. All students answered a questionnaire with 13 true or false‐questions on ergonomics at baseline and immediately after both teaching sessions. Friedman's test and Wilcoxon signed rank test were used to compare questionnaire scores of the student groups. Additionally, we photographed 17 randomly selected students 3 months after baseline during a simulation workshop on endodontics. We analyzed the photographs for ergonomic postures using a specific 12‐point checklist. Results At baseline, no difference in the knowledge between the two groups was discovered, when both scored 72%. After the first teaching session, significant improvement in both groups (p < .05) was found; and there was no statistically significant difference in the scores between the groups (88% in the lecture‐first and 82% in the video‐first group). After the second teaching session, the scores were similar in both groups. Overall all improvement in both groups was significant (p < .001). The photograph analysis showed half of the postures being in accord with the ergonomic guidelines. Conclusions Both live lectures and videos showed similar outcomes in teaching ergonomics. Implementation of the knowledge on ergonomics is insufficient. Videos provide an easy‐to‐organize alternative to live lectures in teaching dental ergonomics. New means are needed to have dental students implement their knowledge on ergonomics into practice.https://doi.org/10.1002/cre2.300dentistrylecturingphysical ergonomicsvideo‐based learning |
| spellingShingle | Jukka Leinonen Marja‐Liisa Laitala Julia Pirttilahti Leena Niskanen Paula Pesonen Vuokko Anttonen Live lectures and videos do not differ in relation to learning outcomes of dental ergonomics Clinical and Experimental Dental Research dentistry lecturing physical ergonomics video‐based learning |
| title | Live lectures and videos do not differ in relation to learning outcomes of dental ergonomics |
| title_full | Live lectures and videos do not differ in relation to learning outcomes of dental ergonomics |
| title_fullStr | Live lectures and videos do not differ in relation to learning outcomes of dental ergonomics |
| title_full_unstemmed | Live lectures and videos do not differ in relation to learning outcomes of dental ergonomics |
| title_short | Live lectures and videos do not differ in relation to learning outcomes of dental ergonomics |
| title_sort | live lectures and videos do not differ in relation to learning outcomes of dental ergonomics |
| topic | dentistry lecturing physical ergonomics video‐based learning |
| url | https://doi.org/10.1002/cre2.300 |
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