Impact of two pedagogical techniques on knowledge of dental implantology among undergraduate dental students
Objective: To evaluate the impact of different pedagogical techniques on the teaching of dental implant.
METHODOLOGY: This was a comparative study involving two classes of final year dental students. The two classes were taught dental implantology. The first class received only theory lectures while in addition to the theory lectures the second class received lecture supported videos. All data collected were entered into a computer and analysed using IBM Statistical Package of Social Science (SPSS) version 21.0. Univariate and bivariate analyses were done. Independent sample t-test was used to test differences in mean between the classes and paired sample t-test was used to test differences in mean within the group. Statistical significance was set at 5%.
RESULT: A total of 48 students (24 from each class) gave consent to participate in this study. There was no statistically significant difference in the mean knowledge scores between both classes prior to commencement of the study. However, there was statistically significant difference in the mean knowledge scores after the pedagogical intervention between both classes. There was also no statistically significant difference in the mean difference pre pedagogical intervention between the two classes. However, there was statistically significant difference in the mean knowledge scores pre and post pedagogical intervention within the two classes.
CONCLUSION: Both didactic theory lectures alone and a combination of didactic theory lectures with supporting videos are good pedagogical techniques in the teaching of dental implantology. However, didactic theory lectures with supporting videos is a more effective pedagogical technique.
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