Comparing flipped classroom and conventional live demonstration for teaching orthodontic wire-bending skill

Abstract

Flipped classroom may overcome weaknesses of live demonstration in teaching orthodontic wire-bending. This study aims to compare the effectiveness between flipped classroom and live demonstration in transferring skills for fabricating Adams clasp. Forty third-year undergraduate dental students were assigned to two groups. The students in group LD (n = 20) attended a live demonstration while students in group FC (n = 20) attended a flipped classroom. Both groups were taught on skills to fabricate Adams clasp in a standardised way. Each student from both groups were asked to submit an Adams clasp for a blinded quality assessment by two trained and calibrated assessors using a 18-item rubric, followed by validated students’ satisfaction questionnaires to evaluate their perceived satisfaction on the teaching method received. A crossover study was then conducted three weeks later where LD attended a flipped classroom while FC attended a live demonstration. Students’ satisfaction questionnaires were again collected from each student for blinded analysis. Mean scores for the quality of Adams clasp were 9.775 and 9.125 for LD and FC, respectively. No significant difference was detected between the two groups. Statistically significant association was found for one statement on the questionnaire, “I found the classroom arrangements conducive for the wire-bending activity” (p = 0.010). No significant differences were found between the two groups for other statements (p > 0.05). In conclusion, within the limitations of the study, flipped classroom is equally effective as conventional live demonstration in transferring orthodontic wire-bending skills for fabrication of Adams clasp. However, students perceived the classroom arrangements during the flipped classroom significantly more conducive for teaching orthodontic wire-bending.

Students' perception on flipped classroom with formative assessment: A focus group study

“…The passing mark for this exercise was 60%, indicating that the student comprehended the minimum knowledge and skills required for the fabrication of orthodontic wire. 6 The results were shared with the instructors prior to each session to better understand each student's needs, strengths and weaknesses, as well as to identify students who needed additional attention/training in the following sessions. Before the next demonstration session, each student was given their own total wire-bending score of the preceding session as part of their formative assessment, in order to help them improve their learning for the subsequent wirebending exercise.…”

“…The passing mark for this exercise was 60%, indicating that the student comprehended the minimum knowledge and skills required for the fabrication of orthodontic wire 6 . The results were shared with the instructors prior to each session to better understand each student's needs, strengths and weaknesses, as well as to identify students who needed additional attention/training in the following sessions.…”

“…4 The use of FC teaching in developing dental skills have been explored for pre-clinical training in the field of operative dentistry such as cavity preparation and restoration placement, as well as in the field of orthodontics, namely wire bending. 5,6 Undergraduate students are exposed to and taught wire bending in the orthodontic curriculum at some dental schools to train their manual dexterity. Until recently, live demonstrations were the main teaching method used.…”

“…In dental education, FC has been reported to improve student satisfaction, whilst its effect on academic scores, particularly skill development, is lacking 4 . The use of FC teaching in developing dental skills have been explored for pre‐clinical training in the field of operative dentistry such as cavity preparation and restoration placement, as well as in the field of orthodontics, namely wire bending 5,6 …”

Students’ perception on flipped classroom in contrast to live demonstration for teaching orthodontic wire‐bending skills: A focus group study

“…FC has received considerable attention in medical, nursing, and dental education in recent years, 8–17 which is supported by a meta‐analysis that found FC significantly improved student learning when compared to traditional teaching methods in various healthcare education settings 18 . To date, no study has explored students’ perceptions of FC versus LD when it comes to teaching orthodontic wire‐bending skills.…”