Hands‐on live demonstration vs. video‐supported demonstration of an aesthetic composite restoration in undergraduate dental teaching

Purpose/Objectives Live hands-on demonstration of dental procedures is a central format in undergraduate teaching. It captures the immediacy clinical situation and allows for direct communication between instructor students, but it also requires an experienced who able to handle both performed treatment its visualization alongside actual The aim present work compare class IV composite restoration teaching where guided students through prerecorded procedural video same treatment. Methods effect interventions on students’ self-perceived learning outcomes was analyzed by questionnaires (response rate 100%) randomized controlled double-blind (participants, outcome assessor) parallel group design (September 10 October 3, 2019). In-class discussions were explored qualitatively thematic analysis. Results Both formats increased self-reported motivation, self-efficacy, patient-centeredness similar way, with no significant differences interventions. During in-class discussions, more active group. In contrast group, involved patient-related topics, such as aesthetics general health. video-supported considerably reduced amount time spent optimizing Conclusion Video-supported instructor-guided demonstrations may represent promising alternative live education.