• Dipali Yogesh Shah, Ashwini Manish Dadpe, Dheeraj Deepak Kalra, and Vikram P Garcha.
• Dr. Shah is Senior Professor, Department of Conservative Dentistry and Endodontics, Sinhgad Dental College and Hospital, Pune, Maharashtra, India; Dr. Dadpe is Lecturer, Department of Conservative Dentistry and Endodontics, Sinhgad Dental College and Hospital, Pune, Maharashtra, India; Dr. Kalra is Lecturer, Department of Public Health Dentistry, Sinhgad Dental College and Hospital, Pune, Maharashtra, India; and Dr. Garcha is Reader, Department of Public Health Dentistry, Sinhgad Dental College and Hospital, Pune, Maharashtra, India. dipali.nagda@yahoo.com.
• J Dent Educ. 2015 Dec 1; 79 (12): 1461-6.

AbstractThe aim of this study was to investigate if a videotaped feedback method enhanced teaching and learning outcomes in a preclinical operative laboratory setting for novice learners. In 2013, 60 dental students at a dental school in India were randomly assigned to two groups: control (n=30) and experimental (n=30). The control group prepared a Class II tooth preparation for amalgam after receiving a video demonstration of the exercise. The experimental group received the same video demonstration as the control group, but they also participated in a discussion and analysis of the control groups' videotaped performance and then performed the same exercise. The self-evaluation scores (SS) and examiner evaluation scores (ES) of the two groups were compared using the unpaired t-test. The experimental group also used a five-point Likert scale to rate each item on the feedback form. The means of SS (13.65±2.43) and ES (14.75±1.97) of the experimental group were statistically higher than the means of SS (11.55±2.09) and ES (11.60±1.82) of the control group. Most students in the experimental group perceived that this technique enhanced their learning experience. Within the limits of this study, the videotaped feedback using both ideal and non-ideal examples enhanced the students' performance.

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