Teaching dental students mirror vision skills

Abstract

A study was undertaken to determine the most advantageous format for teaching dental students the perceptual motor skills needed in mirror vision. It was found that performance varied, with each student reaching a personal limit of performance in regard to time and errors. Groups that performed the exercise in different formats (massed, distributed, progressive, and simple) all improved in relation to the control group, but not in relation to each other. There was significant correlation between the time taken to complete the exercise and errors incurred on both pre- and post-tests.