UCSF

Objectives: To evaluate if a self-instructional video delivered through a device or platform is an effective way for dental students to learn oral hygiene instructions by comparing first year dental student opinions to those of more senior dental students.

Methods: A total of 119 pre-doctoral and post-doctoral dental students (67 first year dental students and 52 second, third, fourth, and postgraduate students participated in the study) at University of California San Francisco School of Dentistry participated in this study. A 9 minute 40 second oral hygiene instructional video using typodont models and live patients to demonstrate proper use of a toothbrush, floss, floss threader, floss holder, interdental brush, Perio-aid®, end tufted brush, and disclosing tablet was viewed using any device or platform of their choice (desktop computer, laptop computer, computer tablet, or mobile phone). After viewing the video, the students completed a 29-question survey evaluating the effectiveness of the video from a "patient's" perspective (playing a role as a patient receiving oral hygiene instructions) and from a "clinician's" perspective (playing a role as a clinician learning how to teach oral hygiene). There were 4

opinion-questions where the subjects were able to provide comments regarding the video. Data were compared between two-groups: first year dental students (junior group) and second, third, fourth, and postgraduate students (senior group). Data were analyzed using the Mann-Whitney rank sum test.

Results: There was statistical significance in terms of "gaining confidence" in performing effective oral hygiene from a "patient's" perspective and giving oral hygiene instructions from a "clinician's" perspective after watching the video (p<0.05). Recommending this video to others to "learn" effective oral hygiene from a "patient's" perspective and to "use" this video as a patient education tool from a "clinician's" perspective (p<0.05) also had statistical significance. The subjects overall impressions indicate that technology-based education and patient-clinician dialogue were the most favorable approach for oral hygiene instructions. There was no difference in learning between junior and senior groups.

Conclusion: Self-instructional video for oral hygiene for dental students was effective in understanding oral hygiene in terms of patient and clinician's perspective.