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Background This systematic review and meta-analysis were conducted to investigate the effects of live and video demonstrations of various dental procedures on undergraduate students’ performance and satisfaction scores. Materials and methods A comprehensive search was conducted across multiple databases, including MEDLINE (OVID), PubMed, Scopus, and Web of Science, supplemented by a manual search of bibliographic references from retrieved articles. The aim was to identify relevant randomized controlled trials and quasi-experimental trials that compared live demonstrations to video demonstrations in dental education, specifically focusing on undergraduate students’ performance and satisfaction scores assessed using practical assessment rubrics and satisfaction questionnaires. The quality of included studies was assessed using the modified Downs and Black quality assessment tool. Results A total of 3686 studies were identified, of which 2222 studies remained following duplicate removal. Based on title and abstract screening 2188 studies were excluded and full text of 34 studies were comprehensively appraised for eligibility. This resulted in the inclusion of 10 studies in the systematic review, nine of which were classified as good, while one study was considered as fair. Of these, 8 studies were included in the meta-analysis.Students’ feedback reveals distinct preferences, with video demonstrations being commended for repeatability and clarity, while live demonstrations were valued for real-time interaction and guidance. Meta-analysis revealed that video-based learning significantly enhanced educational outcomes across various measures, including knowledge acquisition and practical skills over live demonstrations. Conclusion Video demonstrations emerge as viable alternatives to live demonstrations in dental education for teaching clinical procedures. Video demonstrations offer distinct benefits, including accessibility and repeatability, while live demonstrations provide essential interactive opportunities that contribute significantly to the learning experience in dental education.

Objectives To compare three methods of delivering an orthodontic laboratory procedure on students’ academic performance; live demonstration, video-recorded demonstration, or both. To assess students’ perceptions and preferences to the demonstration methods employed. Materials and methods A total of 202 fourth-year undergraduate students were randomly allocated to three groups; live demonstration, video-recorded demonstration, or both. Students were instructed to construct a buccal canine retractor immediately after the demonstration method ended, answer 2 short essay questions about buccal canine retractors to assess their theoretical comprehension, and fill a questionnaire to assess their perception and attitude towards the methods of demonstration. Results The mean score for construction of the buccal canine retractor was significantly higher for the live demonstration group compared to the 2 other groups ( P  < 0.05). There were no significant differences between the 3 groups in answering the essay questions ( P  > 0.05). Most students (95.3%) agreed that live demonstrations helped them visualize and understand difficult wire bending techniques, and allowed interaction between students and the lecturer (93.9%). Around 83% agreed that video recordings were a useful aid to live demonstrations but only 11.9% indicated that they could totally replace live demonstrations. More than half of the students preferred a live demonstration compared to watching a video-recording. Conclusion The live demonstration group performed better than the video-recorded demonstration group. Most students preferred a live demonstration method of teaching orthodontic wire bending, however the majority indicated that a video-recorded demonstration was a useful aid to a live demonstration.

Background This study aimed to compare the efficacy of instructional videos and live demonstrations in crown preparation training for preclinical dental students. Methods A randomized controlled trial was conducted over 12 months with 96 final-year Bachelor of Dental Surgery (BDS) students. Participants were randomly allocated into three groups: Group A (instructional video), Group B (live demonstrations), and Group C (hybrid approach). Each group underwent training in porcelain-fused-to-metal tooth preparation through their respective methods. Performance was assessed using a standardized scoring chart, while satisfaction and perceptions were evaluated using a 5-point Likert scale. Data were analyzed using Chi-square and paired t-tests, with statistical significance set at p  < 0.05. Results The group comparisons revealed significant differences in perceptions between Group A and Group B regarding stress levels during crown preparation ( p  = 0.013) and the adequacy of preclinical training ( p  = 0.034), with Group B showing higher satisfaction. However, no significant differences were found between Groups A and C or between Groups B and C ( p  > 0.05). Exercise scores across all groups showed no significant variation ( p  > 0.05), indicating comparable performance. Knowledge assessment revealed that while a majority of students correctly identified key concepts such as finish line depth, bur choices, and cusp reduction, 10–16% of students held misconceptions in areas like margin design and reduction ranges. Conclusion This study demonstrates that instructional videos, live demonstrations, and a hybrid approach are all effective methods for teaching crown preparation skills to preclinical dental students. The slight advantage of the hybrid approach suggests that combining different teaching methods may provide the most comprehensive learning experience. Future studies should explore the long-term impact of these methods on clinical performance. Trial registration The study was registered at clinicaltrials.gov, identifier NCT06426095.

Background Wire-bending skills is commonly taught through live demonstrations (LD) though flipped classroom (FC) method has gained popularity. Continuous formative assessment promotes personalised learning via closely monitored progress, with the identification of students’ strengths and weaknesses. This study aims to evaluate the effects of LD and FC teaching methods, supplemented with continuous formative assessment, on dental students’ learning of wire-bending skills for six types of removable orthodontic appliance components. A deeper understanding of the relative effectiveness between LD and FC teaching methods can help identify the most appropriate method to achieve student learning objectives, which is especially important given the current Covid-19 pandemic. Methods Forty third-year undergraduate dental students were randomly assigned into FC ( n  = 20) or LD ( n  = 20) cohort. Each student attended six teaching sessions, each to teach students’ competency in fabricating one type of wire component, for a total competency in fabricating six wire components over the course of six teaching sessions. Either LD or FC teaching methods were used. After each session, wire assignments had to be submitted. Wire assignments were then evaluated using a blinded wire-bending assessment protocol. As part of their formative assessment, the assessment results were distributed to students, lecturers, and technicians before the next session. After the first session (T0) and at the end of all six sessions (T1), students completed a self-reported questionnaire. Results The mean wire-bending scores for FC were significantly higher than LD for two of the six assignments, namely the Adams clasp ( p  < 0.01) and Z-spring ( p  = 0.03). Scores for both LD and FC increased significantly over time, which may be attributed to formative assessment. There was no statistically significant correlation between wire-bending scores and video usage. Students were satisfied with both teaching methods, according to T0 and T1 questionnaires. Conclusions Both LD and FC are equally effective in transferring practical orthodontic wire-bending skills and well-received by students. Continuous formative assessment may have enhanced students’ learning of orthodontic wire-bending skills. Further studies with control group are recommended to investigate the effect of formative assessment on teaching practical dental skills.

Background Different educational methods play an important role in oral hygiene education programs. This study aims to evaluate the impact of various educational methods on the oral hygiene knowledge of primary school children. Methods A total of 490 primary school students participated in this cross-sectional study. The students were assigned to one of three groups: a verbal explanation group, an animation group, or a peer-led reels group. Before and after the intervention, the students completed questionnaires assessing their oral hygiene knowledge. Results A significant increase was observed in the post-educational knowledge levels of the children in three educational methods ( p  < 0.001). The study found that the main effect of educational methods was statistically significant ( p  < 0.001). However, effects of gender, and tablet/mobile phone use, respectively, were not statistically significant ( p  = 0.694, p  = 0.641). The animation group (6.73) and the verbal expression group (6.57) had the highest post-training knowledge levels, respectively, while the peer-led reels group had the lowest (5.95) ( p  < 0.001). Conclusions All three educational methods are effective in promoting oral hygiene, but due to the accessibility and consumption of information in the current technological era, animation videos may be more useful and suitable for modern education. Trial registration ID: NCT06569745; Date: 21.08.2024; ‘retrospectively registered’.

Background With the enormous changes in dental education to prepare well-trained dentists for future requirements, little is known about students’ feedback and their perceptions of their curriculum. With respect to academic progress, bridging the gap between basic biological sciences and clinical studies has recently become one of the prominent approaches. However, the perspectives of medical students are not frequently considered during the revision of the medical curriculum. This study aims to investigate the influence of different oral biology and embryology teaching strategies on dental students’ clinical awareness and practices. Methods This cross-sectional study provided a structured and anonymous online questionnaire to at least 222 currently registered dental students and dental alumni from various Egyptian universities. The questions referred to oral biology teaching methods, clinical relevance, the use of virtual microscopes, and the associations of oral biology and embryology with other subjects in the dental curriculum. The answers were collected, and the data were statistically analyzed. Results According to data, students strongly preferred modern teaching techniques over traditional ones, such as 3D holography and virtual microscopy. Most participants from both national and private universities expressed a strong preference for modern teaching techniques. The majority of participants in the study also concurred that oral biology topics are pertinent to clinical decision-making. Conclusion By incorporating innovative technologies such as digital scanned slides, virtual microscopy, and holography, dental institutions can boost the educational process, especially the online process, and equip future dentists with essential skills for clinical excellence. Perpetual evaluation of teaching strategies is crucial for optimizing student engagement and ensuring the effectiveness of these advancements.

Learning fine motor skill is central to preclinical dental education. Dental students are introduced to anatomical tooth carving to facilitate the development of their fine motor skill and manual dexterity. Various carving technique exists, such as wax build-up, and geometric (block carving technique). Since substantial laboratory Time and instructors' effort are required to teach students the desired techniques, blended learning approach via pre-recorded demonstration may improve the teaching and learning efficiency of anatomical tooth carving. For years, we used the Geometric method to teach preclinical dental students to carve down tooth sculptures after performing live demonstrations for them. Multiple practical laboratory demonstrations are necessary to deepen the student's comprehensive understanding of dental anatomical features and teach them correct instrumentation; this is time-consuming and challenging due to limited laboratory hours and limited view field. Accordingly, in 2016 the teaching staff created videos for tooth drawing, carving, and identification, and uploaded them to the students' university platform. Years later, we decided to perform this retrospective study. To assess the enhancement in students' tooth carving skills after implementing blended learning with video demonstrations. The student's total grades were used for comparative purposes. The students' total grades between 2010 and 2019 were collected and categorized into two groups: Group 1 (n=858), which learned tooth carving by the Geometric method after live demonstrations, and Group 2 (972), which benefited from blended learning with video demonstrations in learning. The two groups' mean, median, mode, Percentile 75, and Percentile 90 were compared. Group 2 showed higher grades than group 1, and the differences between the two groups' mean and median were statistically significant p<0.001. Moreover, the mode, P75 and P90 favored group 2. Results show that blended learning with video demonstrations enhanced the achievements of dental students in tooth carving.

Purpose Flipped classrooms reverse the traditional classroom so that students have access to course materials before class and attend class after studying the course materials. While flipped classrooms have shown to be generally beneficial, recent research suggests that there are factors that influence the effectiveness of these classes. The purpose of the present study was to investigate the effect of learning style preferences as an influencing factor in flipped classroom, teaching wirebending in a practical orthodontics course. Methods and materials Sixty-seven fourth-year dental students were divided into two groups of 33 in a face-to-face classroom, and 34 in a flipped classroom. Students in both groups participated in five training sessions for wirebending training in orthodontics. The videos prepared for the flipped classroom were sent to the students one week later than the face-to-face classroom. After each session, an evaluation of the taught content was conducted. Before starting the study, the Felder and Soloman Learning Style Index questionaire was completed by the students and at the end of the course, a satisfaction questionnaire was completed. The statistical analysis was performed by using Spearman’s correlation coefficient and Cross-Call-Wallis tests. Results Students with an active learning style in the information processing dimension and an intuitive learning style in the information perception dimension and a sequential learning style in the information undrestanding dimension were more satisfied with the flipped classroom. Students with an active learning style in the information processing dimension and a sequential learning style in the information undrestanding dimension achieved higher scores in the flipped classroom. Conclusions Learning style can be considered as a contributing factor to the better implementation of flipped classes and potentially increasing student satisfaction.

Objectives In dental education, it is challenging for novices to practice independently after watching the teacher demonstrating. Additionally, feedback during the training process tends to be untimely, subjective, and varied. This study aimed to evaluate the effectiveness of integrating a colored model tooth with a digital assessment system to enhance cavity preparation skills, as well as the role of this approach in identifying challenges during practice and students' perceptions of their learning experience. Material and methods A total of 464 fourth-year undergraduate dental students participated in two 4-h lessons. Students ( n  = 231) from the 2023 academic year received traditional training (traditional group), which involved using standard model teeth of a single color with instructions solely from the instructor. In contrast, students ( n  = 233) from the 2024 academic year comprised the digital group. After observing a demonstration conducted by the instructor, participants in the digital group prepared one standard model tooth and engaged in peer evaluation. Subsequently, they prepared a colored tooth to better understand the cavity outline and practiced incorporating feedback obtained from both digital evaluations and instructors. At the conclusion of this process, all students completed an examination with standard model teeth as well as self-evaluation of their clinical skills. Furthermore, the perception of students in digital group towards both the colored tooth and digital evaluation was assessed through a questionnaire. Statistical analyses of scores were performed using the Mann–Whitney U test, while questionnaire data were presented as percentages and means. Results Peer assessment scores in the digital group exceeded those of digital self-evaluations across seven out of eight rating criteria, indicating a limited capacity for self-assessment among novices. Following the implementation of colored tooth and digital evaluation methods, students in the digital group achieved higher exam scores compared to their counterparts in the traditional group ( p  < 0.05) and demonstrated significantly greater clinical confidence than those in the traditional cohort. The majority of students provided positive feedback regarding both the colored tooth and digital evaluation systems. A substantial 76% expressed a preference for utilizing these evaluation tools as guidance, while 73% indicated that they found the colored teeth and digital evaluation system beneficial as a complement to teacher instruction during practice. Conclusions The phased training framework that integrates colored teeth with digital evaluation enhanced training effectiveness and students’ confidence in the preclinical tooth preparation training. These educational tools are potential for broader implementation within dental education.