ObjectiveTo determine and compare the frequency distribution of various arch shapes in ethnic Malays and Malaysian Aborigines in Peninsular Malaysia and to investigate the morphological differences of arch form between these two ethnic groups.MethodsWe examined 120 ethnic Malay study models (60 maxillary, 60 mandibular) and 129 Malaysian Aboriginal study models (66 maxillary, 63 mandibular). We marked 18 buccal tips and incisor line angles on each model, and digitized them using 2-dimensional coordinate system. Dental arches were classified as square, ovoid, or tapered by printing the scanned images and superimposing Orthoform arch templates on them.ResultsThe most common maxillary arch shape in both ethnic groups was ovoid, as was the most common mandibular arch shape among ethnic Malay females. The rarest arch shape was square. Chi-square tests, indicated that only the distribution of the mandibular arch shape was significantly different between groups (p = 0.040). However, when compared using independent t-tests, there was no difference in the mean value of arch width between groups. Arch shape distribution was not different between genders of either ethnic group, except for the mandibular arch of ethnic Malays.ConclusionsEthnic Malays and Malaysian Aborigines have similar dental arch dimensions and shapes.

Background Wire-bending skills is commonly taught through live demonstrations (LD) though flipped classroom (FC) method has gained popularity. Continuous formative assessment promotes personalised learning via closely monitored progress, with the identification of students’ strengths and weaknesses. This study aims to evaluate the effects of LD and FC teaching methods, supplemented with continuous formative assessment, on dental students’ learning of wire-bending skills for six types of removable orthodontic appliance components. A deeper understanding of the relative effectiveness between LD and FC teaching methods can help identify the most appropriate method to achieve student learning objectives, which is especially important given the current Covid-19 pandemic. Methods Forty third-year undergraduate dental students were randomly assigned into FC (n = 20) or LD (n = 20) cohort. Each student attended six teaching sessions, each to teach students’ competency in fabricating one type of wire component, for a total competency in fabricating six wire components over the course of six teaching sessions. Either LD or FC teaching methods were used. After each session, wire assignments had to be submitted. Wire assignments were then evaluated using a blinded wire-bending assessment protocol. As part of their formative assessment, the assessment results were distributed to students, lecturers, and technicians before the next session. After the first session (T0) and at the end of all six sessions (T1), students completed a self-reported questionnaire. Results The mean wire-bending scores for FC were significantly higher than LD for two of the six assignments, namely the Adams clasp (p < 0.01) and Z-spring (p = 0.03). Scores for both LD and FC increased significantly over time, which may be attributed to formative assessment. There was no statistically significant correlation between wire-bending scores and video usage. Students were satisfied with both teaching methods, according to T0 and T1 questionnaires. Conclusions Both LD and FC are equally effective in transferring practical orthodontic wire-bending skills and well-received by students. Continuous formative assessment may have enhanced students’ learning of orthodontic wire-bending skills. Further studies with control group are recommended to investigate the effect of formative assessment on teaching practical dental skills.

Background: In some dental schools, undergraduate students are taught wire-bending to train their manual dexterity. Traditionally, live demonstration (LD) was used as the sole teaching method until recently, either live video demonstration or flipped classroom (FC) teaching are being employed. Continuous formative assessment can be used as a systematic approach for personalised learning. This allows monitoring of the students’ progress and enhances learning by enabling students to identify their strengths and weaknesses. This study aims to evaluate the effects of live demonstration and flipped classroom teaching methods, supplemented with continuous formative assessment on dental students’ performances in bending six types of wire components for removable orthodontic appliances. By knowing the effectiveness of the teaching methods, appropriate method can be implemented in view of the current Covid-19 pandemic. Methods: Forty third-year undergraduate dental students were randomly assigned into FC (n = 20) or LD (n = 20) cohorts. They attended six teaching sessions, for six types of wire components each, with either LD or FC teaching methods. Submission of wire assignments was required after each session, for blinded wire-bending assessment, which were distributed to the students, lecturers, and technicians before the next session, as part of their formative assessment. Students also completed a self-reported questionnaire after the first session (T0) and at the end of all six sessions (T1). Results: The mean wire-bending scores for FC was significantly (p < 0.05) higher than LD for two of the six assignments, namely the Adams clasp and Z-spring. In LD and FC, formative assessment was found to have contributed a significant increase in scores over time. No statistically significant correlation was found between the wire-bending scores and utilisation of videos. T0 and T1 questionnaires showed that students were satisfied with both teaching methods. Conclusions: Both LD and FC are equally effective in transferring practical skills of orthodontic wire-bending and well-received by students. Continuous formative assessment enhanced students’ learning of orthodontic wire-bending skills.

Objective: This study aimed to explore students' perceptions of flipped classroom (FC) compared to live demonstration (LD) in transferring skills of fabricating orthodontic wire components for orthodontic removable appliances.Methods: Forty third-year undergraduate dental students were randomly assigned to two groups: FC (n = 20) and LD (n = 20). Students in group FC attended FC, while students in group LD attended LD. Both groups underwent a series of standardized teaching sessions to acquire skills in fabricating six types of orthodontic wire components. Eight students (four high achievers and four low achievers) from each group were randomly selected to attend separate focus group discussion (FGD) sessions. Students' perceptions on the strengths, weaknesses, and suggestions for improvement on each teaching method were explored. Audio and video recordings of FGD were transcribed and thematically analyzed using NVivo version 12 software.

Objective To explore students' perception on the implementation of flipped classroom (FC) combined with formative assessment during the undergraduate teaching of orthodontic wire‐bending skills. Methods Third‐year undergraduate dental students were taught wire‐bending skills via FC teaching method using a series of pre‐recorded online video demonstrations. As part of the formative assessment, the students were given the results and assessment rubrics of their prior wire‐bending assessment before every subsequent session. Purposive sampling method for focus group discussion was used to recruit eight students comprising four high achievers and four low achievers. Strengths, weaknesses and suggestions for improvement of the FC with formative assessment were explored. Data were transcribed and thematically analysed. Results Students perceived that FC allowed for a more convenient and flexible learning experience with personalised learning and improved in‐class teaching efficiency. The pre‐recorded online videos were useful to aid in teaching wire‐bending skills but lacked three‐dimensional representation of the wire‐bending process. Students suggested better standardisation of instructions and access to the marking rubric before and after assessment. Conclusions FC teaching with continuous formative assessment and constructive feedback as a form of personalised learning was viewed favourably by students. The implementation of periodic individual feedback can further enhance their learning experience.