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dc.contributor.authorLeinonen, Jukka
dc.contributor.authorLaitala, Marja-Liisa
dc.contributor.authorPirttilahti, Julia
dc.contributor.authorNiskanen, Leena
dc.contributor.authorPesonen, Paula
dc.contributor.authorAnttonen, Vuokko
dc.date.accessioned2021-02-08T10:51:00Z
dc.date.available2021-02-08T10:51:00Z
dc.date.issued2020-05-15
dc.description.abstract<p><i>Objectives - </i>This study aimed to compare the knowledge attained by third‐year dental students in physical ergonomics altering live lectures and videos in teaching. The second aim was to investigate implementation of the theoretical knowledge on ergonomics into practice. <p><i>Material and methods - </i>Forty‐five students divided into two groups attended a live lecture (45 min) or viewed videos (45 min). After the first teaching session, the groups changed parts. All students answered a questionnaire with 13 true or false‐questions on ergonomics at baseline and immediately after both teaching sessions. Friedman's test and Wilcoxon signed rank test were used to compare questionnaire scores of the student groups. Additionally, we photographed 17 randomly selected students 3 months after baseline during a simulation workshop on endodontics. We analyzed the photographs for ergonomic postures using a specific 12‐point checklist. <p><i>Results - </i>At baseline, no difference in the knowledge between the two groups was discovered, when both scored 72%. After the first teaching session, significant improvement in both groups (p < .05) was found; and there was no statistically significant difference in the scores between the groups (88% in the lecture‐first and 82% in the video‐first group). After the second teaching session, the scores were similar in both groups. Overall all improvement in both groups was significant (p < .001). The photograph analysis showed half of the postures being in accord with the ergonomic guidelines. <p><i>Conclusions - </i>Both live lectures and videos showed similar outcomes in teaching ergonomics. Implementation of the knowledge on ergonomics is insufficient. Videos provide an easy‐to‐organize alternative to live lectures in teaching dental ergonomics. New means are needed to have dental students implement their knowledge on ergonomics into practice.en_US
dc.identifier.citationLeinonen J, Laitala M, Pirttilahti, Niskanen, Pesonen P, Anttonen. Live lectures and videos do not differ in relation to learning outcomes of dental ergonomics. Clinical and Experimental Dental Research. 2020;6(5):489-494en_US
dc.identifier.cristinIDFRIDAID 1849609
dc.identifier.doi10.1002/cre2.300
dc.identifier.issn2057-4347
dc.identifier.urihttps://hdl.handle.net/10037/20531
dc.language.isoengen_US
dc.publisherWileyen_US
dc.relation.journalClinical and Experimental Dental Research
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2020 The Author(s)en_US
dc.subjectVDP::Medical disciplines: 700::Clinical dentistry disciplines: 830en_US
dc.subjectVDP::Medisinske Fag: 700::Klinisk odontologiske fag: 830en_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.titleLive lectures and videos do not differ in relation to learning outcomes of dental ergonomicsen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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