1. UWC Dental Faculty
Dept, of oral medicine and periodontology
Online resources
Eileen Dhaya 2014

2. BACKGROUND
• Responsible for training Dental / Oral hygiene students
• Training is done over 5 years / 3 years respectively
• Number of students per class range from approx. 90 - 25 respectively
• The course, I teach is the Preclinical Periodontic Techniques Module
to the 2nd
year Dental students
• This course involves introducing them to the different instruments and
instrumentation skills
• Students have access to a simulator lab for their training
of these skills ( knowledge and practical skills)

3. INTENDED OUTCOMES
• Dentistry involves precise hand and eye coordination skills which
need to be developed before students begin working on patients
• By personalizing video clips, students will be able to view the different
dental procedures and instrumentation skills being taught
• These video clips will enhance the students understanding
visualization,and comprehension of the different dental procedures
• Blogs to encourage the sharing of knowledge and interaction
between the class and educator

4. THE CHALLENGE
• Students training at the faculty come from very diverse
backgrounds
• Since teaching is done mainly in English, those who are
not fluent in the language are challenged to some extent
• The ability to link the theory with clinical knowledge
can also be a challenge for some

5. ESTABLISHED PRACTICE
• Teaching is done using
- power points which are loaded on
the LMS and Google drive.
• Simulator Laboratories for the training of dental instrumentation
skills( enhances realistic training on phantom patients)
• You tube clippings which are loaded onto Ikamva
and Google drive

6. AFFORDANCES
• The accessibility of the personalized videos on LMS and Google drive
and Blog site
• Procedures can be viewed at all times and at own convenience
• Students are able to access from home
• Blogs encourage students to think in a critical and analytical manner
• Knowledge of theory can be tested via the Blog site and the LMS

7. INTERVENTION
• Create my own pool of videos and Blog site
• Which are to be made available via the different sites( LMS /Google)
• The use of dropbox and face book via the student reps
• These videos can be made available to other students as well

8. YOUTUBE VIDEO CLIP DOWNLOADED FROM GOOGLE SEARCH
T

9. MMY FIRST VIDEO ON THE 2 DIFFERENT SICKLE SCALERS

12. EFFECTIVE PRACTICE
• Active participation by the students
• Students become more familiar with technology
• Students are given the opportunity to search for further video
demonstration to assist them

13. CONCLUSION
• Teaching and learning – is made fun and easy
• Encourages interaction between students and tutor
• Encourages a better learning and teaching environment

14. REFERENCES
1. Willcockson I.V and Phelps C (2010). Learning Technologies -
Faculty of Health Sciences
2. Gough P and Ringan N. (year unknown) Enhancing student’s dental
technology practical skills through the use of video
embedded in mobile device apps
3. Walsh L.J (2010). Use of Simulated Learning Environments in
Dentistry and Oral Health Curricula

15. 4. Smith W. et al ( 2012 ).The use of video- clips as a teaching aide
5 . Johnstone J. et al (2010). Digital Kids and Digital Tools: How the use
of emergent technologies and digital tools support learning in the 21st
century