Learning of paediatric dentistry with the flipped classroom model

Gallardo-López, Nuria Esther; Caleya, Antonia M.; Sánchez, Esperanza Sánchez; Feijóo, Gonzalo

doi:10.1111/eje.12704

Cited by 16 publications

(18 citation statements)

References 16 publications

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“…The results showed that the ipped method was more effective. This result is in line with the research of Gallardo et al, Wang et al, and Ozcan, who compared the nal scores of dental students in the ipped classroom and face-to-face training (49)(50)(51).…”

Section: Discussionsupporting

confidence: 90%

The Effect of Flipped Classroom Model on Knowledge, Practice, Attitude and Satisfaction of Dentistry Students; A Quasi-Experimental Study

Karandish

Karimian

Parastar

2022

Preprint

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Objectives: The purpose of this study was to determine the students' attitudes before and after the flipped classroom, the quality of the course, and the effectiveness of this method to promote the students' lateral cephalograms tracing abilities. Methods: This is a single-group quasi-experimental research conducted on dental students of Shiraz University of Medical Sciences(SUMS), Iran in 2019. The intervention was carried out in a blended learning approach with the flipped classroom model.35 fourth-year dental students participated in a flipped classroom held during a semester for lateral cephalograms tracing course. The students were provided with the educational materials before the class time through multimedia learning tools and the class time was devoted to discussions. At the end of the session, the students were asked to fill questionnaires regarding their demographic information, their computer capabilities, their attitudes before and after the course, the quality of the course, the students' self-assessments of their theoretical knowledge and their practical skills in cephalograms tracing, and the effectiveness of different tools in their learning. Results: Students' attitudes of this method were improved after taking the course and the quality of this method was acceptable to the students (p<0.001). Their self-assessment of theoretical knowledge and practical skills were promoted (p<0.001). All blended learning tools averaged more than the cutoff point, however short lecture (5.11±0.98) and live feedback (4.98±1.07) were considered to be the most efficient interactive tools. Conclusion: It seems that the flipped classroom might have a positive effect on increasing students' knowledge, attitude and satisfaction. In general, this method of learning seems favor dental students with combination of attractiveness of electronic learning and the live teacher-student interactions in face-to-face environment.

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Section: Discussionsupporting

confidence: 90%

The Effect of Flipped Classroom Model on Knowledge, Practice, Attitude and Satisfaction of Dentistry Students; A Quasi-Experimental Study

Karandish

Karimian

Parastar

2022

Preprint

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“…In response to the indications of the students, in this research, we wanted to incorporate another digital tool (i.e., Edpuzzle) through which they could view the videos and allow feedback between student and teacher on the selected platform. In addition, in this study we analysed both theoretical and practical learning, since this is the main objective of these preclinical classes [ 5 ].…”

Section: Discussionmentioning

confidence: 99%

“…During the 2018–2019 academic year, an educational innovation project was carried out on the incorporation of FL in the preclinical practices of Paediatric Dentistry II in the Dentistry Degree at the UCM. The results indicated that the visualisation of videos through the CV (Moodle) before the preclinical practices improved the acquisition of theoretical knowledge and was very satisfactory for the students [ 5 ]. However, in the satisfaction survey, 85% of the students answered that trying other platforms more suitable to FL for viewing the videos would be very useful and interesting.…”

Section: Introductionmentioning

confidence: 99%

Edpuzzle versus Moodle: Learning Tools in Pediatric Dentistry Practice: A Study Pilot

Gallardo-López¹,

Sánchez-Sánchez²,

Feijoo-García³

et al. 2022

Healthcare

Self Cite

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The aim of the present study was to compare the results of two educational platforms for the development of Flipped Learning (FL) in the preclinical practices of paediatric dentistry: Edpuzzle and Moodle 3.4. Methods: Fifty students filled out a questionnaire on knowledge of pulp treatments in primary dentition (Pre-Q). They were divided into two groups: one watched a video on the pulpotomy technique before preclinical practice using Moodle 3.4 (group A) and the other used Edpuzzle (group B). On the day of practice, the students resolved any doubts with the teacher. Next, they performed a pulpotomy on an artificial tooth and answered the questionnaire again (Post-Q) together with a satisfaction survey. Results: In both groups, an increase in the number of correct answers was found in the Post-Q compared to the Pre-Q (p < 0.001), but with no significant differences between groups. The pulpotomy practice ratings were higher in group B, which used Edpuzzle (p < 0.001). In the satisfaction survey, we only found significant differences (p = 0.003) in access to the video, since 100% of the students in group A found it easy to view it through Moodle, unlike in group B. Conclusions: Our results suggest that the use of educational platforms specially designed for FL, such as Edpuzzle, can improve the qualifications of students in paediatric dentistry practices.

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“…Furthermore, the flipped classroom has been introduced in different fields of dentistry. Students considered it a more fun interactive and collaborative technique than the traditional class [ 13 , 14 , 31 ].…”

Section: Discussionmentioning

confidence: 99%

“…However, one of the noted disadvantages of this teaching method is the requirement of an Internet connection [ 11 ]. Two studies on flipped classrooms in the field of pediatric dentistry showed that students were satisfied with this method [ 12 , 13 ], providing the notable advantages of availability and access to online content and course materials, clickers to test knowledge in preparation for an exam, and in-class group discussions with the help of students questionnaires [ 12 ]. The results of a study with a flipped classroom on the physiology of the autonomic nervous system indicated that students spent more time learning, understood the content better, performed better in assessments, and preferred this method to a traditional lecture [ 14 ].…”

Section: Introductionmentioning

confidence: 99%

Quantitative Analysis of the Acceptance and Learning Success Instead of Flipped Classroom Teaching in a Caries Diagnosis Course for Undergraduate Students

Bizhang

Zimmer

Ehlers

2022

International Journal of Dentistry

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This pilot study aimed to investigate the effectiveness of a flipped classroom for undergraduate students in dentistry. The main objective was to compare the knowledge level of students before and after lectures and practice. All second-year dental students (n = 44) at Witten/Herdecke University participated in this pilot study. They took four knowledge assessments, i.e., T0: the baseline, T2a: after the online lecture (two weeks after T0), T2b: immediately after the face-to-face session, and T3: after the practical session (three weeks after T2). The students’ satisfaction and self-assessment of their abilities were determined immediately after the practical session in an anonymous online questionnaire using LimeSurvey. To assess the level of knowledge, we used the Friedman and Wilcoxon-signed-rank tests with the Bonferroni correction to analyze the correct answer by comparing the results from different sessions. The students’ satisfaction and self-assessment of their abilities were determined descriptively, presenting the mean and standard deviation. A significance level of p ≤ 0.05 was applied. Data from thirty-nine students regarding the level of knowledge were analyzed. There were statistically significant differences in the level of knowledge of the students at different times ( p = 0.001). A total of 19.5% of students reported a problem with the flipped classroom method, and 80.5% reported no problem with this educational method. Ninety-four percent of students would like further flipped classrooms in dental education. Within the limitations of this pilot study, the results suggest that dental students benefit from the flipped classroom method and that this mode of education can be effective in introducing caries diagnosis education for undergraduate students.

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Learning of paediatric dentistry with the flipped classroom model

Cited by 16 publications

References 16 publications

The Effect of Flipped Classroom Model on Knowledge, Practice, Attitude and Satisfaction of Dentistry Students; A Quasi-Experimental Study

The Effect of Flipped Classroom Model on Knowledge, Practice, Attitude and Satisfaction of Dentistry Students; A Quasi-Experimental Study

Edpuzzle versus Moodle: Learning Tools in Pediatric Dentistry Practice: A Study Pilot

Quantitative Analysis of the Acceptance and Learning Success Instead of Flipped Classroom Teaching in a Caries Diagnosis Course for Undergraduate Students

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