Flipped classroom in dental education: A scoping review

2019 ◽  
Vol 24 (2) ◽  
pp. 213-226 ◽  
Author(s):  
Amit Vanka ◽  
Shanthi Vanka ◽  
Othman Wali
Keyword(s):  
Scoping Review ◽  
Flipped Classroom ◽  
Dental Education

scholarly journals A scoping review of the use and application of virtual reality in pre-clinical dental education

BDJ ◽  
2019 ◽  
Vol 226 (5) ◽  
pp. 358-366 ◽  
Author(s):  
Ashley Towers ◽  
James Field ◽  
Christopher Stokes ◽  
Stephen Maddock ◽  
Nicolas Martin
Keyword(s):  
Virtual Reality ◽  
Scoping Review ◽  
Dental Education

scholarly journals Dental education practices during COVID‐19: A scoping review

2022 ◽  
Author(s):  
Robin L. Kerkstra ◽  
Khyati A. Rustagi ◽  
Alyssa A. Grimshaw ◽  
Karl E. Minges
Keyword(s):  
Scoping Review ◽  
Dental Education

scholarly journals Multilevel factor analysis of flipped classroom in dental education: A 3-year randomized controlled trial

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257208
Author(s):  
Zuo Wang ◽  
Eiko Yoshida Kohno ◽  
Kenji Fueki ◽  
Takeshi Ueno ◽  
Yuka Inamochi ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Factor Analysis ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Dental Education ◽  
Controlled Trial ◽  
Confounding Factors ◽  
Instructional Style ◽  
Randomized Controlled ◽  
Multilevel Factor Analysis

Purpose Previous studies have rarely attempted to test the confounding factors that may affect learning outcomes of the flipped classroom. The purpose of this study was to assess how flipped classrooms affect the acquisition of knowledge in clinical dental education based on multilevel factor analysis. Method The authors conducted a 3-year (2017, 2018, and 2019) randomized controlled trial in a series of introductory prosthodontics courses in dental education. A total of 137 participants were randomly assigned to flipped classroom (n = 70, 51%) or lecture (n = 67, 49%) formats. The flipped group was instructed to self-learn knowledge-based content through online preparation materials, including videos and text, while the lecture group was given text only. Both groups were provided with the same study content and opportunities for different styles of learning. The session attendance rate and number of times the materials were accessed were monitored. Individual and team readiness assurance tests (IRAT/TRAT) were conducted to evaluate knowledge acquisition. A multilevel linear regression analysis was conducted on both instructional styles (flipped vs. lecture) as an intervention factor, and confounding factors that could affect the outcomes were implemented. Results The average number of online accesses was 2.5 times per session in the flipped group and 1.2 in the lecture group, with a significant difference (p < .05). The average IRAT score was significantly higher in the flipped than in the lecture group (effect size [ES] 0.58, p < .001). The number of online accesses was significantly and positively correlated with IRAT scores (0.6 [0.4, 0.8]). The instructional style was significantly and positively correlated with TRAT scores (coefficient [95% confidence interval]: 4.6 [2.0, 7.3]), but it was not correlated with IRAT (4.3 [-0.45, 9.0]). Conclusions The flipped classroom was more effective than the lecture format regarding knowledge acquisition; however, the decisive factor was not the instructional style but the number of individual learning occasions. The employment of the flipped classroom was the decisive factor for team-based learning outcomes.

scholarly journals General dental practitioners’ perceptions on Team-based learning pedagogy for continuing dental education

2022 ◽  
Vol 7 (1) ◽  
pp. 98-101
Author(s):  
Lean Heong Foo ◽  
Marianne Meng Ann Ong
Keyword(s):  
Flipped Classroom ◽  
Clinical Teaching ◽  
Dental Education ◽  
Periodontal Diseases ◽  
Learning Experience ◽  
New Classification ◽  
Dental Practitioners ◽  
Team Based Learning ◽  
Clinical Cases

Introduction: Team-based learning (TBL) pedagogy is a structured, flipped classroom approach to promote active learning. In April 2019, we designed a TBL workshop to introduce the New Classification of Periodontal Diseases 2017 to a group of general dental practitioners (GDPs). We aimed to investigate GDPs feedback on learning this new classification using TBL pedagogy. Methods: Two articles related to the 2017 classification were sent to 22 GDPs 2 weeks prior to a 3-hour workshop. During the face-to-face session, they were randomly assigned to five groups. They participated in individual and group readiness assurance tests. Subsequently, the GDPs had inter- and intragroup facilitated discussions on three simulated clinical cases. They then provided feedback using a pen-to-paper survey. Based on a 5-point Likert scale (1-strongly disagree to 5-strongly agree), they indicated their level of agreement on items related to the workshop and their learning experience. Results: Majority (94.7%, 18 out of 19 GDPs) agreed the session improved their understanding of the new classification and they preferred this TBL pedagogy compared to a conventional lecture. All learners agreed they can apply the knowledge to their work and there was a high degree of participation and involvement during the session. They found the group discussion and the simulated clinical cases useful. Conclusion: A TBL workshop is suitable for clinical teaching of the New Classification of Periodontal Diseases 2017 for GDPs. Its structure promotes interaction among learners with the opportunity to provide feedback and reflection during the group discussions. This model might be a good pedagogy for continuing dental education.

scholarly journals Flipping a Dental Anatomy Course: A Retrospective Study Over Four Years

2016 ◽  
Vol 2016 ◽  
pp. 1-9 ◽  
Author(s):  
Mahmoud M. Bakr ◽  
Ward L. Massey ◽  
Helen M. Massa
Keyword(s):  
Retrospective Study ◽  
Student Engagement ◽  
Student Learning ◽  
Flipped Classroom ◽  
Course Design ◽  
Dental Education ◽  
Teaching Staff ◽  
First Year ◽  
Dental Anatomy ◽  
The Impact

Flipped classrooms have been successfully used to increase student engagement and support student learning in a range of educational fields, including health education. These advantages for student learning supported implementation of the flipped classroom in introductory sciences and preclinical courses in dental education. We report on a 4-year retrospective study which compared two methods of delivery of a first-year dental anatomy course. The first method used the traditional method, consisting of face to face contact teaching hours, which was compared to a partial flipped classroom, where lecture contact was maintained but practical classes were flipped. A series of online videos demonstrating different practical tasks such as wax carving and tooth identification. An online digital library and online quizzes for self-reflected learning were developed and trialled. Students’ Evaluations of Course (SEC) and students’ overall performance in practical and theoretical assessments were used to evaluate the impact on student engagement and success, respectively, after implementation of the modified course offerings. This study evidences the success of the transition to a partially flipped course design. Careful design and consideration of implementation of the flipped classroom method in dental education are recommended to ensure that there is reliable availability of online resources and dedicated teaching staff for construction of resources and delivery of relevant in-class activities.

scholarly journals The flipped classroom in dental education - Learning beyond the four walls of the classroom

MedEdPublish ◽  
2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Prashanti Eachempati ◽  
Kiran Kumar KS ◽  
Abdul Rashid Hj Ismail
Keyword(s):  
Flipped Classroom ◽  
Dental Education
Sign in / Sign up

Export Citation Format

Share Document