Effect of educational intervention on computer‐aided‐design and computer‐aided‐manufacturing technology to preclinical dental students

Abstract Introduction This study evaluated the effectiveness of a video presentation instruction compared to the prevailing traditional lecture provided in the preclinical classroom when introducing computer‐aided design/computer‐aided manufacturing (CAD/CAM) technology. Materials and Methods This study was conducted as a controlled educational trial (single‐blind) on 120 first‐year dental students. Students were assigned to two learning groups: the control ( n = 60, traditional lecture) and the intervention ( n = 60, video presentation). Both groups completed a self‐efficacy scale (SES) survey before instruction. Then, the intervention group actively participated in a one‐session video presentation while the control group was given a traditional lecture. After the presentations, student knowledge was assessed with a hands‐on simulated exercise that was scored out of 60 points. At last, students completed a post‐instruction student perception and attitude (SPA) survey. Inferential hypothesis testing was conducted with two‐sample t ‐tests, and significance was defined as p ≤ .05. Results There were no significant differences in the student pre‐instruction SES scores between the control and intervention groups. After the video learning, CAD/CAM knowledge application during the hands‐on simulated exercise showed significantly higher results in the intervention group as the assessment scores from the intervention group averaged 13.6 ± 2.0 points higher than the control group ( p < .001). The results from the post‐instruction SPA survey showed no statistically significant difference between groups. Conclusion With the video presentation technique, our first‐year dental students were able to greatly enhance their CAD/CAM application skills. The results from this study could be applied at other dental educational institutions with potential similar outcomes.