Abstract
The study aimed to assess the impact of e-learning tools using teaching videos on dental extraction for dental students. Teaching videos on dental extraction were sent to each participating dental students. The theoretical domain framework (TDF) was used to assess dental students' self-reported behavior on dental extraction. The response rate was 77%. Male students found teaching videos support their practice significantly in dental extraction by their skills, beliefs about capabilities, optimism, environment context and resources, social influences, and emotion (p-value <0.001 and <0.05). T-Test showed that male students reported significant improvement in the overall TDF compared to female students (male = 130.26 ± 21.4 vs. female = 115.09 ± 26.8, p-value = 0.007). Results showed that there are positive correlations between skills (r = 0.419), beliefs about capabilities (r = 0.511), optimism (r = 0.414), emotion (r = 0.411), beliefs about consequences (r = 0.314), reinforcement (r = 0.396), intentions (r = 0.322), goals (r = 0.329), memory, attention and decision process (r = 0.356), environment context and resources (r = 0.318), and social influences (r = 0.367) with students' satisfaction rate when practicing dental extraction after watching the teaching videos (p-value <0.001 and <0.05). The one-way analysis of variance (ANOVA) test showed that students at higher levels have higher scores on the theoretical framework's domains as measured by the means on 10 domains out of 13 (p-value < 0.001). Incorporating video-based teaching materials into the dental curriculum can be valuable in improving students' skills and proficiency in performing dental extractions.
Published Version
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