Purpose: To investigate dental students’ ability to deliver satisfactory amounts of irradiance and radiant exposure to simulated cavities by teaching the light-curing technique using instructional video compared to verbal instructions.
Methods: Students attended the didactic light-curing lecture explaining the light-curing technique. Participants were divided into two groups (n=60). Each participant light-cured a class III and a class I simulated cavities with sensors built-in a Managing Accurate Resin Curing-Patient Simulator (MARC-PS) system, using a multiple-emission-peak light-emitting-diode unit. Each student either 1) watched an instructional video (V) showing the light-curing technique, or 2) received individual verbal instruction (I). The light-curing performance, in terms of the mean irradiance and radiant exposure, was recorded. Each student performed light-curing again on the simulated cavities. Students’ feedback for the corresponding teaching method was collected. Comparisons between before and after each instructional method were analyzed using the Wilcoxon signed-rank test. Comparisons between both instructional methods were analyzed using a Mann–Whitney U-test (α=0.05).
Results: The students’ light-curing performance improved after both methods, as observed on the MARC-PS laptop monitor. The mean irradiance values were anterior-V=1280.6 (183.2), anterior-I=1318.0 (143.5), posterior-V=1337.5 (181.1), posterior-I=1317.6 (248.2) mW/cm². The mean radiant exposure values were for anterior-V=13.5 (2.7), anterior-I=13.3 (1.6), posterior-V=13.7 (1.9), posterior-I=13.7 (2.5) J/cm². No significant difference was found between both instruction methods. Students reported that each method was effective.
Conclusion: Using V was comparable to I and an effective tool for teaching the light-curing technique per the students’ ability to deliver sufficient amounts of irradiance and radiant exposure to simulated cavities.

Keywords: education, light-curing unit, patient simulator, psychomotor performance, irradiance, radiant exposure


中文翻译：

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在光固化技术教学中使用教学视频的有效性

目的：通过与口头说明相比，使用教学视频教授光固化技术，调查牙科学生向模拟腔提供令人满意的辐照量和辐射暴露量的能力。
方法：学生们参加了讲解光固化技术的教学光固化讲座。参与者分为两组（n = 60）。每位参与者使用多发射峰发光二极管单元对 III 类和 I 类模拟腔进行光固化，传感器内置在管理精确树脂固化患者模拟器 (MARC-PS) 系统中。每个学生要么 1) 观看展示光固化技术的教学视频 (V)，要么 2) 接受单独的口头指导 (I)。记录了平均辐照度和辐射曝光的光固化性能。每个学生在模拟的空腔上再次进行光固化。收集学生对相应教学方法的反馈。使用 Wilcoxon 符号秩检验分析每种教学方法之前和之后的比较。使用 Mann-Whitney 分析两种教学方法之间的比较U检验（α=0.05）。
结果：在 MARC-PS 笔记本电脑显示器上观察到，两种方法后学生的光固化性能都有所提高。平均辐照度值为前-V=1280.6 (183.2)、前-I=1318.0 (143.5)、后-V=1337.5 (181.1)、后-I=1317.6 (248.2) mW/cm ²。平均辐射暴露值是前-V=13.5 (2.7)、前-I=13.3 (1.6)、后-V=13.7 (1.9)、后-I=13.7 (2.5) J/cm ²。两种教学方法之间没有发现显着差异。学生报告说每种方法都有效。
结论：使用 V 与 I 相当，并且是根据学生向模拟腔提供足够量的辐照度和辐射暴露的能力来教授光固化技术的有效工具。

关键词：教育，光固化装置，模拟病人，精神运动表现，辐照度，辐射暴露