How Does Dental Students' Expertise Influence Their Clinical Performance and Perceived Task Load in a Virtual Dental Lab?

Autor/inn/en	Yang, Eunbyul; Park, Sanghoon; Ryu, Jeeheon; Lim, Taehyeong
Titel	How Does Dental Students' Expertise Influence Their Clinical Performance and Perceived Task Load in a Virtual Dental Lab?
Quelle	In: Journal of Computing in Higher Education, 35 (2023) 2, S.245-271 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ryu, Jeeheon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-022-09314-5
Schlagwörter	Foreign Countries; Dentistry; Dental Schools; Laboratories; Virtual Classrooms; Expertise; Simulation; Computer Simulation; Clinical Teaching (Health Professions); Student Attitudes; Difficulty Level; Performance; South Korea + Suchen Sie Ihr Suchwort? Ausland; Zahnmedizin; Laboratory; Laboratorium; Expert appraisal; Simulation program; Simulationsprogramm; Computergrafik; Computersimulation; Schülerverhalten; Schwierigkeitsgrad; Achievement; Leistung; Korea; Republik
Abstract	The purposes of this study were (1) to introduce a virtual dental lab designed to support students' virtual clinical examinations in a dentistry program in South Korea and (2) to determine how dental students' levels of expertise (low, medium, or high) influence their clinical performance in terms of dwell time on each tooth location, total examination time, and perceived task load in the virtual dental lab. A total of 93 students participated in the study. Participants were assigned to one of three groups based on their expertise levels and performed virtual reality simulation tasks of detecting and diagnosing dental caries in two clinical cases. The outcome variables were participants' clinical examination performance (total dwell time on the virtual dental mirror and total examination time) and perceived task load (separated into six subcomponents: mental demands, physical demands, temporal demands, effort, performance, and frustration). The results suggest that the level of expertise significantly affected the performance of dental examinations in all areas except the anterior maxillary teeth. Both total dwell time on the dental mirror and total examination time were significantly shorter for the high expertise group than for the medium and low expertise groups. In addition, the high expertise group rated task load significantly lower for mental demands (p < 0.05, Cohen's d = 0.70) and effort (p < 0.05, Cohen's d = 0.75) than did the low expertise group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01