Effectiveness of and Dental Student Satisfaction with Three Teaching Methods for Behavior Guidance Techniques in Pediatric Dentistry

Abstract

The aim of this study was to compare the effect of different types of instructional styles—traditional lecture with and without video examples and contemporary format that simulated a flipped classroom—on dental students' learning of behavior guidance techniques (BGTs) in pediatric dentistry. The study also sought to determine if students had an improved comfort level with BGTs with these instructional methods, if videos improved learning and comfort with BGTs, and if there were differences in outcomes by gender. All 96 second‐year dental students at one U.S. dental school were recruited to participate in the study in 2017. Students were randomly divided into three groups: contemporary instruction (CI), traditional instruction with video (TIV), and traditional instruction with no video (TI). CI students watched a 20‐minute mini‐lecture and were divided into discussion groups led by calibrated faculty members. TIV students received 50 minutes of traditional lecture with video examples. TI students received a traditional lecture with no video examples. All groups completed a questionnaire prior to and on completion of the course. The questionnaire assessed students' learning and perceptions of the learning experience. All students participated in the course and the assessments, for a 100% response rate. The students' post‐course scores improved for all teaching methods (TI>CI>TIV) with no significant differences among them. CI students rated comfort with BGTs and usefulness of videos higher than the other groups, but the difference was not statistically significant. Students rated their satisfaction with and usefulness of the course high for all groups (>3 on a four‐point scale). Learning style and comfort treating children were not statistically significant by gender. Overall, the students reported high satisfaction with all the teaching methods. Although the differences were not statistically significant, discussion groups were ranked highest in satisfaction and usefulness.

Flipped classroom in dental education: A scoping review

“…Studies have evaluated student feedback in either of the following ways: specific questions on the FC in the course evaluation survey or components of the course evaluation as a testimony to the students perceptions and exclusive questionnaires to evaluate FC model . The Likert scale and open‐ended questions were the most commonly used tools in surveys.…”

“…Almost universally, flipped classroom model has been positively rated in student surveys . In comparison with the traditional lecture, students report that FC model is better or the difference was not significant .…”

“…Almost universally, flipped classroom model has been positively rated in student surveys . In comparison with the traditional lecture, students report that FC model is better or the difference was not significant . Students believe that FC sessions are more fun, interactive and collaborative with improved quality of interaction between students and their instructor(s) .…”

“…Outcomes from the pre‐class quiz and/or automated response systems in the class have been effectively utilised to allow assessments of any gaps in student knowledge and enable instructors to provide feedback in real time . The instructor feedback can take the form of a mini lecture, interactive tutorial or a discussion to address the questions from pre‐class material . Games have been incorporated in the group activities as well to make learning more fun …”

Live-Video versus Video Demonstration Methods: Dental Students’ Learning Preferences During the COVID-19 Pandemic

“…If there are only live demonstrations instead of live-video demonstrations, where each student has equal opportunity to follow the practical lessons from the same angle, supporting them with video demonstrations increases students' success, as indicated in the study of Aragon et al (14). In several studies (10,(14)(15)(16)(17)(18)(19)(20), live demonstration and video demonstrations were compared in preclinical and clinical applications in dental education. Only one of these studies compared live-video demonstration and video demonstration in orthodontic emergency applications (18).…”