Impact of Blended Learning on Dental Students' Performance and Satisfaction in Clinical Education

Abstract

The aim of this study was to evaluate the effectiveness of a blended learning model with a flipped classroom approach in a clinical dental education setting based on student performance and perceptions. Comparisons were made between blended learning and traditional methods for all fourth-year dental students in two consecutive cohorts in a conservative dentistry course at a dental school in Jordan. The 2016-17 cohort (control group) consisted of 364 students taught with conventional methods. The 2017-18 cohort (study group) consisted of 253 students taught with blended learning using a flipped classroom method. Performance measures were two exams (online and written), two assignments, in-clinic quizzes, and clinical assessment. The study also assessed the number of posts made by students in the study group on an online discussion forum. The results showed that the study group students had significantly better performance on all assessments than the control group students. The students' overall grades in the blended learning cohort were an average 7.25 points higher than in the control cohort. Students who participated in the online forum also had better performance in the course: one participation correlated with 0.697 standard deviations higher score. Overall, students' perceptions were positive and supported the adoption of a blended learning model in the course. These results showing improved student performance provide support for blended learning and use of an online discussion forum.

The Effectiveness of the Blended Learning in Conservative Dentistry with Endodontics on the Basis of the Survey among 4th-Year Students during the COVID-19 Pandemic

“…Qutieshat et al [ 34 ] compared the effectiveness of blended learning and traditional methods for fourth-year dental students in two consecutive cohorts in a conservative dentistry course. Blended-learning students achieved significantly higher grades than traditionally taught students.…”

Evaluating Usability in Blended Learning Programs Within Health Professions Education: a Scoping Review

“…Thematic analysis Not indicated [ 125 ] Nursing students (1st year) To teach a first-year course on health assessment Flipped classroom Canada Effectiveness; satisfaction; efficiency No Student grades; feedback (comparison between different cohort of students—intervention vs. no intervention) Not indicated [ 81 ] Pharmacy students (1st, 2nd, and 3rd year) To teach three courses: (1) small ambulatory care; (2) cardiovascular pharmacotherapeutics; and (3) evidence-based medicine Blended learning USA Effectiveness; satisfaction; efficiency No Exam grades; student survey; and additional open-ended questions asked to faculty. Thematic analysis on open ended questions Not indicated [ 68 ] Medical students; dental students; pharmacy students To teach physiology Blended learning Montenegro Effectiveness; satisfaction; efficiency No Comparison of grades on assessments between intervention and non-intervention group; survey (Likert scale 1–5); use of online material Not indicated [ 126 ] Dental students (4th year) To teach conservative dentistry and clinical dental skills in a course Blended learning with a flipped classroom approach Jordan Effectiveness; satisfaction No Comparison between students being taught via blended learning and traditional methods; performance measures included two exams, two assignments, in-clinic quizzes, and a clinical assessment; number of posts made by students in study groups and online discussion forums; and a questionnaire Not indicated [ 127 ] Emergency medicine residents (post graduate year 3) To teach a cour...…”

The Effect of Blended Learning on the Achievement in a Physics Course of Students of a Dentistry College: A Case Study at Ajman University

“…Group (A) (Ahmed, 2011;Al-Hasan, 2013;Almasaeid, 2014;Chen and Jones, 2007;Dowling, Godfrey and Gyles, 2003;Khader, 2016;Kagohara, et al, 2010;Lança and Bjerre, 2018;McLaughlin, et al, 2015;Qutieshat, Abusamak and Maragha, 2019).…”

“…In educational institutions such as universities, blended learning and its impact on student achievement has been studied extensively. Several blended learning studies revealed that the blended learning methodology has beneficial effects on student performance, engagement, and involvement in the learning process, and the grades obtained by the learners have improved since the implementation of blended learning, indicating that a combination of traditional teaching and online techniques is useful to the learners (Ahmed, 2011;Al-Hasan, 2013;Almasaeid, 2014;Chen and Jones, 2007;Dowling, Godfrey and Gyles, 2003;Khader, 2016;Kagohara, et al, 2010;Lança and Bjerre, 2018;McLaughlin, et al, 2015;Qutieshat, Abusamak and Maragha, 2019).…”