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This study aims to evaluate the effectiveness of a combined teaching method using video feedback and virtual simulation for training dental students in ceramic veneer tooth preparation, compared to traditional teaching methods. The hypothesis is that this integrated approach will lead to better acquisition of practical skills.
The study is designed as a prospective, randomized controlled trial. Forty dental students about to begin their clinical internship will be randomly assigned to one of two groups. One group will receive traditional teaching involving lectures and instructor-led demonstrations on dental simulators. The other group will receive the experimental intervention, which combines the use of a virtual simulation training module with video recording of hands-on practice sessions. In the experimental group, students will review their recorded performances for self and peer assessment under instructor guidance.
All participants' ceramic veneer preparation skills will be assessed before the training begins. Their skills will then be re-evaluated at 1 month, 2 months, and 3 months after completing the training. The assessments will focus on two main areas: the ergonomic quality of the student's operating posture and the technical quality of the tooth preparation they perform on a simulator.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Traditional Teaching | Active Comparator | This group received the traditional teaching method. This included theoretical instruction, a live clinical demonstration by an instructor, followed by guided and independent hands-on practice sessions on head simulators. |
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| Video Feedback with Virtual Simulation | Experimental | This group received the video feedback teaching method combined with virtual simulation. After theoretical instruction, they completed a virtual simulation module. The instructor's live demonstration was recorded. Students then practiced in pairs, recorded each other, and reviewed the videos for peer and instructor critique. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Traditional Teaching Method | Behavioral | The intervention consisted of a 20-minute theoretical instruction on ceramic veneer preparation, followed by a 20-minute live clinical demonstration by an instructor. Students then engaged in supervised and independent hands-on practice sessions (100 minutes each on two consecutive days) using head simulators, during which the instructor provided immediate feedback. |
| Measure | Description | Time Frame |
|---|---|---|
| Tooth Preparation Morphology Score | Score assessing the quality of the ceramic veneer tooth preparation. Based on five criteria: amount of tooth preparation (neck and shoulder preparation), positioning of the neck and shoulder, smoothness and continuity of the shoulder, finishing and polishing of the preparation, and damage to the gum or adjacent teeth. Each criterion is scored out of 20 points, with a total possible score of 100. Higher scores indicate better quality. | Assessed at baseline (before training), and at 1 month, 2 months, and 3 months after the start of training. |
| Operating Position Score | Score evaluating ergonomic posture during the preparation procedure using the Modified Dental Operator Posture Assessment Instrument (M-DOPAI). It includes 12 scoring items related to six body parts (back, hands, shoulders, neck, head, and feet). Scores range from 12 to 32, with lower scores indicating better posture. | Assessed at baseline (before training), and at 1 month, 2 months, and 3 months after the start of training. |
| Measure | Description | Time Frame |
|---|---|---|
| Student Feedback Questionnaire Score | A questionnaire administered to students in the study group to evaluate their perception of the combined video feedback and virtual simulation teaching method. It consists of six statements (e.g., enhanced teacher-student communication, increased interest) rated on a 5-point Likert scale (1=completely disagree, 5=completely agree). Higher scores indicate more positive feedback. |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Hao Yu, Master's degree | Jiangsu Medical College | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Hao Yu | Yancheng | Jiangsu | 224005 | China |
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| Video Feedback Teaching combined with Virtual Simulation | Behavioral | The intervention included a 20-minute theoretical instruction and completion of a mandatory virtual simulation module. After a live instructor demonstration (recorded on video), students practiced in pairs, recording each other's procedures. They then conducted peer critiques by reviewing the videos. An instructor-led group video review session provided further feedback. A second day involved additional practice with instructor guidance. |
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| Administered after the completion of the training period (after the 3-month assessment). |