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Many studies have compared the relative effectiveness of visually-aided lectures and videotapes, but methodological flaws have prevented definitive comparison of the techniques. This study assessed the relative effectiveness of the two approaches for orthodontic auxiliary training. This study was a prospective, randomised trial, conducted at the Eastman Dental Hospital and Institute. Two groups of 16 dental auxiliaries, selected at random, studied identification and positioning of orthodontic brackets: one group attended a lecture accompanied by slides and the other viewed a video. Subjects bonded brackets onto acrylic teeth and the results were assessed by computerised image analysis. The subjects completed a questionnaire on their attitudes to the respective teaching methods. Results were assessed for accuracy of bracket placement and variations in type of auxiliary. There was no significant difference between the teaching methods except for bracket positioning where video was slightly better (P < 0.05). There was no significant difference between the types of auxiliary. Generally, video teaching and lecturing were equally effective, with video achieving slightly better results. Both methods were effective at teaching bracket placement, and dental nurses and student hygienists proved equally adept at bracket positioning.
Chen et al. (Sat,) studied this question.