Impact of Student-Generated Videos on Self-Reported Engagement, Critical Thinking and Learning of Saudi Dental Students

The impact of student-generated videos on students' learning and understanding of specific topics has not been fully examined Therefore, this study aimed to evaluate the effectiveness of student-generated videos as an educational collaborative learning tool on a group of students' self-reported perceptions and satisfaction levels in a preclinical dental course. Third-year students enrolled in a biomaterials course having already taken their prerequisites participated in this study. They were each asked to produce an educational video on one of the many subjects in their dental course materials. Three years later, these students perceptions were assessed with a 26-item, self-administered questionnaire. Data were analyzed using the Statistical Package for the Social Sciences (SPSS). The response rate in this study was 85.7%. The students believed that preparing the video scripts motivated them to read about the topics (52.5%) and to work with a team (55%). Education, Approximately 73% of the students agreed that preparing the videos enhanced their understanding of dental materials and their applications in both the lab and the clinic. About 76% of the participants learned that the video medium can be a powerful communication tool. In addition, the videos improved their understanding of teamwork, as well as their communication, problem-solving, and organizational skills. These videos also improved their responsibility and professional behavior toward their dental teams. Almost all of the students perceived the student generated video as a contemporary, essential educational tool that enhances student collaborative learning and problem solving, promotes mastery of learning, clarifies various topics, and provides authentic learning opportunities.