Diş hekimliği öğrencilerinde sütür eğitiminde video tabanlı ve yüz yüze yaklaşımların karşılaştırmalı değerlendirmesi: gözlemsel karşılaştırmalı bir çalışma

Abstract

Amaç: Bu çalışma, son sınıf diş hekimliği öğrencilerinde sütur becerisi öğretiminde Video Tabanlı Öğrenim (VBL) ile Yüz Yüze Eğitim (FFT) yöntemlerinin etkinliğini karşılaştırmayı amaçlamaktadır. Yöntemler: Toplam 50 öğrenci VBL (n=25) ve FFT (n=25) gruplarına randomize edildi. Katılımcılar eğitim öncesi (T0) ve sonrası (T1) sütur uygulamalarını videoya kaydetti. Performanslar, iki kör değerlendirici tarafından OSAT ölçeği ile puanlandı. OSAT skorlarındaki değişim ve öznel güven düzeyleri istatistiksel olarak analiz edildi. Bulgular: Her iki grupta da eğitim sonrası OSAT skorlarında anlamlı artış görüldü (p<0.05). T1’de VBL grubunun ortalama OSAT skoru FFT’ye göre daha yüksekti (p=0.040). OSAT skorundaki artış da VBL grubunda anlamlı şekilde fazlaydı (p=0.007). Katılımcılar eğitimi faydalı buldu ve benzer oturumlara katılmak istediklerini belirtti. Sonuç: VBL, sütur eğitimi için FFT’ye göre daha yüksek beceri kazandırmıştır. Bulgular, video tabanlı eğitimin diş hekimliği cerrahi eğitimine entegrasyonunu desteklemektedir.

Keywords

• Dikiş
• Diş hekimliği eğitimi
• Klinik yeterlilik

Comparative evaluation of video-based and face-to-face approaches in suture training for dentistry students: an observational comparative study

Abstract

Aims: This study aims to compare the effectiveness of video-based learning (VBL) and face to face teaching (FFT) in the education of final-year dental students on suturing skills. Methods: Fifty students were randomized into VBL (n=25) and FFT (n=25) groups. All participants recorded their suturing procedures before (T0) and after (T1) the training. Performances were evaluated using the Objective Structured Assessment of Technical Skills (OSATS). Two blinded evaluators scored each video. Changes in OSATS scores and self-reported confidence were statistically analyzed. Results: Both groups showed significant improvement after training (p<0.05). The VBL group had a significantly higher OSATS score at T1 (13.00±2.16) than the FFT group (11.80±2.04) (p=0.040). The increase in OSATS scores was also higher in the VBL group (p=0.007). Most participants in both groups reported high satisfaction and willingness to attend similar sessions. Conclusion: VBL provided greater skill acquisition than FFT for suturing training. These findings support the integration of video-based instruction into dental surgical education.

Keywords

• Clinical competence
• dental education
• suture

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