Comparison of two methods designed to improve pediatric dental case presentations utilizing videotapes

This study compared the effectiveness of two methods of teaching the skills required for dentist-parent pediatric case presentations. Seventy-two senior dental students were videotaped presenting a child's case presentation to a parent. The students were then randomly assigned to one of two groups. Students in Group 1 viewed and evaluated a model videotape of the principal investigator presenting a case to a parent. Students in Group 2 viewed their previously videotaped presentation. Both groups evaluated performance on the tapes using a list of 25 performance-specific criteria identified as important for a case presentation. Following this evaluation, 36 students were able to be taped while presenting a second case to another parent. One investigator blindly evaluated each taped presentation using the 25 criteria. Students who viewed the model videotape demonstrated a significant improvement in performance from their first presentation (p = 0.0044). Students who evaluated their own tape showed no significant improvement (p = 0.8830). Students perceived both methods to be helpful, minimally stressful, and requiring little time.