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Background <p>Video-based and wearable technologies have the potential to enhance the learning experience by increasing visual access in clinical education, however these technological methods have limited evidence about the effects of observation awareness and learning experience of the interns in the dental clinical internship setting. The aim of this study was to evaluate how different clinical observation modalities used during implant surgery training affect students’ observational awareness, visibility of the surgical field, and overall learning experience in oral and maxillofacial surgery education.</p> Methods <p>A total of 95 participants from fifth-year dental students were included in the study and separated into three groups as <i>traditional observation group</i>, <i>live video streaming group</i> and <i>hybrid observation (traditional observation + live video streaming) group</i>. Following the observation, a questionnaire comprising qualitative and quantitative data was administered to the groups. Data were collected using a structured questionnaire and open-ended questions that assessed students’ observational awareness, learning experiences, and overall perceptions. Quantitative data were analyzed using Kruskal-Wallis and Dunn test (<i>p</i> &lt; 0.05), while qualitative data were collected through semi-structured interviews and analyzed using inductive content analysis.</p> Results <p>Significant differences were found among the observation groups in terms of observational awareness, visibility of the surgical field, and perceived educational experience (<i>p</i> &lt; 0.001). The hybrid observation group demonstrated significantly higher scores in following procedural steps, recognizing instrument usage, professional development, and clinical awareness compared with the traditional observation group (<i>p</i> &lt; 0.001). Although no significant differences were found in most knowledge-based items, the hybrid group showed a higher correct response rate regarding radiological evaluation. Traditional observation group facilitated awareness of the clinical environment and professional interaction but remained limited in visual access, whereas live video observation improved visual clarity while providing a more limited contextual clinical experience. The qualitative findings indicated that the hybrid observation model provides a comprehensive learning experience by combining enhanced visual access with an awareness of the clinical context.</p> Conclusions <p>A hybrid observation model that combines traditional observation with live video streaming via smart glasses and provides a first-person perspective was associated with increased observational awareness, better visibility of the surgical field, and a more positive perception of the educational experience among dental students. While live video support enhances visual clarity, integrating video-assisted observation with direct clinical experience provides a more comprehensive and contextually rich learning experience. Hybrid observation environments may serve as a useful complementary educational approach for surgical training in dental education.</p>

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Integrating first-person smart glasses video into oral and Maxillofacial surgery education: a mixed-methods study on student learning and experience

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月10日

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  • Muhammed Fatih Çiçek,
  • Ahmet Caymaz,
  • Muhammet Demirkaya,
  • Muhammed Mustafa Sağer,
  • Alperen Şamil Karabek,
  • Defne Dayan,
  • Çağla Saygın,
  • Muhammet Fidan

摘要

Background

Video-based and wearable technologies have the potential to enhance the learning experience by increasing visual access in clinical education, however these technological methods have limited evidence about the effects of observation awareness and learning experience of the interns in the dental clinical internship setting. The aim of this study was to evaluate how different clinical observation modalities used during implant surgery training affect students’ observational awareness, visibility of the surgical field, and overall learning experience in oral and maxillofacial surgery education.

Methods

A total of 95 participants from fifth-year dental students were included in the study and separated into three groups as traditional observation group, live video streaming group and hybrid observation (traditional observation + live video streaming) group. Following the observation, a questionnaire comprising qualitative and quantitative data was administered to the groups. Data were collected using a structured questionnaire and open-ended questions that assessed students’ observational awareness, learning experiences, and overall perceptions. Quantitative data were analyzed using Kruskal-Wallis and Dunn test (p < 0.05), while qualitative data were collected through semi-structured interviews and analyzed using inductive content analysis.

Results

Significant differences were found among the observation groups in terms of observational awareness, visibility of the surgical field, and perceived educational experience (p < 0.001). The hybrid observation group demonstrated significantly higher scores in following procedural steps, recognizing instrument usage, professional development, and clinical awareness compared with the traditional observation group (p < 0.001). Although no significant differences were found in most knowledge-based items, the hybrid group showed a higher correct response rate regarding radiological evaluation. Traditional observation group facilitated awareness of the clinical environment and professional interaction but remained limited in visual access, whereas live video observation improved visual clarity while providing a more limited contextual clinical experience. The qualitative findings indicated that the hybrid observation model provides a comprehensive learning experience by combining enhanced visual access with an awareness of the clinical context.

Conclusions

A hybrid observation model that combines traditional observation with live video streaming via smart glasses and provides a first-person perspective was associated with increased observational awareness, better visibility of the surgical field, and a more positive perception of the educational experience among dental students. While live video support enhances visual clarity, integrating video-assisted observation with direct clinical experience provides a more comprehensive and contextually rich learning experience. Hybrid observation environments may serve as a useful complementary educational approach for surgical training in dental education.