Can students develop clinical competency in treatment planning remotely through flipped collaborative case discussion?

Abstract

Effectiveness of flipped learning in clinical education is unknown. This study evaluates the effectiveness of remote case-based learning for teaching clinical treatment planning compared with traditional in-person clinical experience. Four cases containing medical and dental charts were discussed through flipped learning with faculty panel during the COVID-19lockdown. Prior to each session, students worked individually or in groups to complete assignments with leading questions. After the final assignment, students completed a survey to rate the learning experience from each case, compare the remote experience with the previous in-person clinical experience and provide suggestions to improve remote clinical instruction in the future. Students' performance measured by the number of case assessments and competencies completed post-lockdown was compared with pre-lockdown and the previous year using odd ratio (OR), Chi-squared test (χ2) and significant level p<.05. A total of 106students completed the course, and 99students completed all survey questions. Students reported positive learning experiences (overall mean=7.84, SD=1.11). Post-lockdown, statistically significant increase in the proportions of total passed attempts (χ2 p=.002, OR=2.23), competencies (χ2 p=.028, OR=2.05) and case assessments (χ2 p=.004, OR=2.73) was observed between the current class and the previous pre-COVID-19class (108students). Post-lockdown, students also passed significantly more attempts (χ2 p<.0001), competencies (χ2 p<.0001) and case assessments (χ2 p=.008) compared with pre-lockdown. Although a flipped classroom does not replace in-person clinical experience, teaching clinical treatment planning remotely improved students' readiness and clinical performance through collaborative learning, practice and case exposure.