Use of videotape feedback in a communication skills course.
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Biomedical subjects
Publications and source records attributed to E L Davis.
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A clinically acceptable MOD cavity preparation was used instead of a jig-mounted slot preparation in this investigation. Each preparation was proportional to the tooth dimension. The design of the testing instrument ensured that forces applied to the specimens were applied to tooth structure and not to the restorative material. Prepared unrestored teeth were weaker than restored teeth. No significant difference was noted in fracture resistance between teeth restored with amalgam and with composite resin. The method used in this study is replicable, allowing the possibility of comparison studies by using identical procedures. Future research will focus on issues of polymerization method and modulus of elasticity and their effects on fracture resistance of remaining tooth structure.
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These results indicate that patients' expectations of dentures before treatment were unrealistically high and that informational videotapes did not significantly affect these expectations. Satisfaction with current dentures was surprisingly high before treatment and increased significantly from pretreatment to postreatment for both groups in the study. While it is likely that this increase in satisfaction reflects a change from poor to excellent denture status, this finding may also be attributed to cognitive dissonance theory; that is, high satisfaction may represent the means by which patients justify the expenses of their denture treatment. Although the videotape presentations did not alter the expectations of patients and their satisfaction with dentures, the tapes represent a potential source of accurate, standardized information for both patient and student dentist.
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As a result of the theft of dental students' gold issue, use of a less expensive technique alloy in a preclinical course was evaluated as a substitute for conventional gold alloy. Three-unit all-metal fixed partial dentures were fabricated by sophomore dental students as part of a fixed prosthodontics preclinical technique course. One group of students used a conventional gold alloy and a second group used a technique alloy. Except for solder joint appearance, similarities in student performance and perceptions indicated that technique alloy is an acceptable, cost-effective substitute for gold in preclinical courses.
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