(945)PRECLINICAL TRAINING IN PEDIATRIC DENTISTRY: TRADITIONALTEACHING VERSUS INSTRUCTIONAL VIDEOS

摘要

The development of teaching in the European Higher Education Area (EHEA) must come necessarilyaccompanied by changes in educational strategies, in which information technologies (ICT) play animportant role. These have allowed the reorienting teacher's pedagogical practice towards thedevelopment of cognitive skills of the student with training more flexible and student-centered. Thisphenomenon has also influenced in dentistry and dental education specifically supported ininstructional videos has proven helpful in preclinical learning of difficult procedures for the student. Inorder to facilitate self-learning of students and their independence from traditional teaching methods,and with the institutional support from the University Complutense of Madrid, through 2 Projects forInnovation and Improvement of Teaching Quality (2010 and 2011 PIMCD ), we have developed andimplemented a teaching material (instructional videos) to learn techniques for restoring primary teethin a preclinical teaching context. To check its effectiveness compared to the traditional method ofteaching based on the theoretical exposition with the support of images, without the dynamism of thevideo, and without the student's self-learning facility, we evaluated the final product (cavities made inprimary teeth of resin) in preclinical practices of two groups of students, one who has receivedinstructional videos (3 rd Grade of Dentistry) and another one that has not received this support. Allpupils have had since the beginning of the evaluation, the matrix, which are the criteria to take intoaccount.We present the results of the evaluation of occlusal cavities (Class I) in primary molars performed by20 students in each group. Working time was similar in both groups. Students who have received thevideos have become more autonomous learners and they appreciated the possibility of consultationthroughout the process and, like the most negative aspect, the lack of closer contact with professors ofthe practice. We have obtained superior scores in some of the criteria and molars evaluated.Students in 4th grade required a longer explanation, and they evaluated positively teacher’s mentoring,but they would have preferred a more dynamic way. Teachers rated mor positively the incorporation ofthe videos to facilitate a more accurate explanation of the practice.We believe that the videos provide great benefits for both, students and teachers, in learningprocesses because the dynamism of the moving image reproduces more faithfully the practice. Thehelp of tutorial video does not eliminate the work of teachers, who should reinforce the student’scontents.