Abstract
Background/Purpose - Historically when creating an educational learning tool, especially a video, the theory of cognitive load is crucial to address. A single learning experience will consist of three components: intrinsic load, germane load and extraneous load. Students learn the most efficiently when an educator can increase germane load and decrease intrinsic and extrinsic loads. Educators are challenged to create a condensed, yet insightful and engaging lecture. Most lectures are supplemented with a PowerPoint presentation. Though, a common issue seen with PowerPoint presentations is the presence of cognitive overload. Providing too much information on one slide, both audibly and visually, can cause distraction and confusion because individuals can only process so much information at once.|A few aspects to consider when creating a successful education video: the length of the video (being the most important), inflection of the narrator’s voice, altering the pace at which the voice-over read and integrating questions into the video.|The purpose of this study is to evaluate the effectiveness of specific learning approaches in the classroom and anatomy lab, while using a digitally highlighted, narrated PowerPoint with still images and integrated questions. The objective of this project was to determine the most efficient, helpful and effective learning approach that has been implemented into the learning tool.|Methods – The PowerPoint with narration video was under ten minutes, and the material included: boundaries of the infratemporal fossa, contents (muscles, vasculature, and nerves) and important relationships. The video was made available to those students in their first year at Creighton School of Dentistry. The lab practical and lecture exam scores pertaining to the infratemporal fossa were compared between students that watched and did not watch the video. The participants filled out a survey (Appendix D) to further understanding on how helpful and useful students found the video. The students also compared two videos (Infratemporal Fossa and Carotid Triangle) and noted their preference for each of the learning tools.|Results – The results were obtained by looking at both the qualitative- anonymous survey results and the quantitative- lecture and practical exam scores. The class was separated into 4 groups (A, B, C & D and below). Then the groups were further separated into two categories: watched and did not watch the video. A T-test, F-test, averages of those who watched vs. did not watch were compiled and the findings were noteworthy. Students that watched the video scored an average of 6.7% higher on the practical questions and 1.5% higher on the lecture exam questions pertaining to the infratemporal fossa than those who did not watch the video.|Conclusion – The study’s hypothesis was the students who watch the PowerPoint video will show an increased performance on the lecture and lab practical examinations and students will find the use of these specific learning approaches in PowerPoints helpful and effective. Based on the results the hypothesis is proven to be true. Using these learning approaches in the classroom and lab could be beneficial to future Creighton School of Dentistry students. Key Words: Infratemporal Fossa, Head and Neck Anatomy, PowerPoint, Cognitive Overload, Still (Dissection) Images, Digital Highlight, Video, Voice-over, Learning Tool, Mentors