Acceptability of instructional videos

Summary Background Over the past few decades, instructional videos have been incorporated as important tools in the dental classroom setting. This study aimed to investigate the acceptability of video demonstrations in comparison with live broadcasting and with the traditional face‐to‐face demonstrations in preclinical fixed prosthodontic classes. Methods A group of dental students who have been exposed to three different methods of delivering practical demonstrations – face‐to‐face demonstrations, live broadcasting and recorded instructional videos – were included in the study. Preferences regarding these three methods were investigated using a questionnaire comprising a number of closed‐ and open‐ended questions. Descriptive statistics were used to analyse the survey data using spss software. Survey comments were summarised and coded into categories. Results A total of 163 questionnaires were distributed, and 145 responses were returned (a response rate of 89%). Ninety‐two students (63%) considered the recorded video demonstrations to be the most convenient. Moreover, ninety‐seven students (67%) found live demonstrations to be the least convenient. The majority of students either agreed (67 students) or strongly agreed (60 students) that watching the video before the session made it easier for them to perform the procedure in the lab. Conclusion Recorded instructional videos were the preferred method of delivering practical demonstrations for students in the preclinical courses of fixed prosthodontics. Instructors must focus on using the technological aids to increase their positive interaction with students. Instructional videos have been incorporated as important tools in the dental classroom setting