Abstract
In the modern era of dentistry, role modeling/roleplaying is one of the most prevalent and recommended methods of dental education. Working on video production projects and using student-centred learning also help students create feelings of ownership and self-esteem. This study aimed to compare students’ perceptions of roleplay videos among genders, different disciplines of dentistry, and different levels of dental students. This study included 180 third- and fourth-year dental students registered in courses such as ‘Introduction to Dental Practice’ and ‘Surgical management of oral and maxillofacial diseases’, respectively, at the College of Dentistry at Jouf University. Four groups of recruited participants were pre-tested using a questionnaire about their clinical and communication skills. The students were tested again using the same questionnaire at the end of the workshop to evaluate improvements in their skills. The students were then assigned to create roleplay videos with respect to demonstrated skills related to all three disciplines (Periodontics, Oral Surgery, and Oral Radiology) in a week’s time. Students’ perceptions of the roleplay video assignments were collected through a questionnaire survey. The Kruskal–Wallis test was used to compare responses for each section of the questionnaire (
p
< 0.05). Improvements in problem-solving and project management skills during video production were reported by 90% of the participants. No significant difference (
p
> 0.05) in the mean scores of the responses was found with respect to the type of discipline involved in the process. There was a significant difference in the mean scores of the responses between male and female students (
p
< 0.05). The fourth year participants demonstrated increased mean scores and significantly higher (
p
< 0.05) mean scores than third-year participants. Students’ perceptions of roleplay videos differed by gender and the level of the students, but not by the type of discipline.