Flipped Classroom Teaching Method Research Articles

Application of flipped classroom teaching method based on ADDIE concept in clinical teaching for neurology residents

BackgroundAs an important medical personnel training system in China, standardized residency training plays an important role in enriching residents’ clinical experience, improving their ability to communicate with patients and their clinical expertise. The difficulty of teaching neurology lies in the fact that there are many types of diseases, complicated conditions, and strong specialisation, which puts higher requirements on residents’ independent learning ability, the cultivation of critical thinking, and the learning effect. Based on the concept of ADDIE (Analysis-Design-Development-Implementation-Evaluation), this study combines the theory and clinical practice of flipped classroom teaching method to evaluate the teaching effect, so as to provide a basis and reference for the implementation of flipped classroom in the future of neurology residency training teaching.MethodsThe participants of the study were 90 neurology residents in standardised training in our hospital in the classes of 2019 and 2020. A total of 90 residents were divided into a control group and an observation group of 45 cases each using the random number table method. The control group used traditional teaching methods, including problem based learning (PBL), case-based learning (CBL), and lecture-based learning (LBL). The observation group adopted the flipped classroom teaching method based on the ADDIE teaching concept. A unified assessment of the learning outcomes of the residents was conducted before they left the department in the fourth week, including the assessment of theoretical and skill knowledge, the assessment of independent learning ability, the assessment of critical thinking ability, and the assessment of clinical practice ability. Finally, the overall quality of teaching was assessed.ResultsThe theoretical and clinical skills assessment scores achieved by the observation group were significantly higher than those of the control group, and the results were statistically significant (P < 0.001). The scores of independent learning ability and critical thinking ability of the observation group were better than those of the control group, showing statistically significant differences (P < 0.001). The observation group was better than the control group in all indicators in terms of Mini-Cex score (P < 0.05). In addition, the observation group had better teaching quality compared to the control group (P < 0.001).ConclusionBased on the concept of ADDIE combined with flipped classroom teaching method can effectively improve the teaching effect of standardized training of neurology residents, and had a positive effect on the improvement of residents’ autonomous learning ability, critical thinking ability, theoretical knowledge and clinical comprehensive ability.

Model of Flipped Classroom Environment for Mastery Learning Approach Using the “ZOOMRBT App”

In the digital era that encourages innovation in educational technology, it is crucial to incorporate the use of technology into pedagogy. Since the inception of hybrid learning and other approaches that involve students and instructors in educational activities, the learning environment has undergone significant changes. By utilizing instructional resources such as textbooks and videos, it has become feasible to engage with students beyond the confines of the classroom and during evening hours. Research conducted on students in grades 8 and 9 in Ontario, Canada, revealed that due to their limited spare time, they opted to study and complete their homework after school. Moreover, they exhibited a clear prioritization of their depth of subject knowledge over other factors. The study aimed to adapt the existing learning environment to establish a new environment conducive to mastery learning. It involved fifteen student participants, including an expert teacher in the flipped classroom teaching method. The study employed qualitative techniques such as focus groups, document analysis, expert agreement percentages, and innovative flipping of the classroom. The study resulted in the identification of five thematic analyses: learning flexibility, application skills, usage of application skills, mastery assessment, and the human touch. Collectively, these qualitative findings provide compelling evidence that the research participants actively engage with various aspects of the flipped learning environment, as outlined by the aforementioned themes. The participants in the case study acted as both fresh and established elements within the flipped learning environment.

The Effectiveness of the Flipped Classroom Teaching Method on the Components of Academic Optimism in Mathematics

The important mission of education is to contribute to the all-round growth of students intellectually, behaviorally, and attitudinally. Academic optimism is considered one of the most important components of attitudinal growth and complements the intellectual and behavioral growth of students, which has attracted the attention of experts and researchers in the field of education. This research was conducted with the aim of identifying the impact of the flipped classroom teaching method on the components of academic optimism in mathematics class. The present research method was a semi-experimental design with a pretest-posttest design with one control group. The statistical population of the study included all sixth-grade students in Middle School classes in Herat City. First, through purposive sampling, 42 students were selected, and then, due to the homogeneity of the samples, they were randomly assigned to two experimental groups (21 students) and control groups (21 students). To collect the data, the Academic Optimism Questionnaire (AOQ) by Moran et al. (2013) with a reliability of 0.93 for the entire test, was used. The research hypotheses were analyzed using multivariate analysis of variance (MANOVA) in the SPSS26 software. The findings showed that the flipped classroom teaching method led to a significant increase in the academic optimism of students in the components of students’ trust in the teacher (p &lt; 0.000), academic emphasis (p = 0.013), and school unity (p = 0.015). Therefore, the flipped classroom teaching method is considered one of the most effective methods for the development of academic optimism, and its use is recommended for middle school teachers.

Evaluation of the effectiveness of using flipped classroom in puncture skills teaching

BackgroundThe effectiveness of flipped classroom (FC) on puncture skills in medical education is still uncertain. This study aimed to assess the role of the FC model in puncture skills and investigate the acceptance and approval of FC among medical students and instructors.MethodsA mixed research approach of quasi-experimental research design and descriptive qualitative research was conducted in September 2022 for one month, using an FC teaching method that combined instructional videos and group learning. The study participants were 71 fifth-year medical students from two classes at a Chinese medical school and four instructors. The medical students were randomly divided into two groups: the traditional classroom (TC) group (Group A) and the FC group (Group B). For teaching, Group B used FC, and Group A used PowerPoint-based TC. The effectiveness of the two teaching models was assessed with Objective Structured Clinical Examination (OSCE), and questionnaires were distributed to the medical students and instructors after the assessment. Two independent sample t-tests were used to analyse the differences in demographic data and the OSCE scores of the two groups of medical students.ResultsGroup B scored higher in puncture skills than Group A, especially regarding abdominal puncture (p = 0.03), thoracentesis (p < 0.001), bone marrow puncture (p < 0.001) and average performance of puncture skills (p < 0.001). For lumbar puncture, no difference in skill scores was observed between groups A and B (p > 0.409). The medical students thought that the FC improved their self-learning ability and helped them acquire knowledge. Regarding the OSCE of their skills, most medical students thought that it was more innovative and objective than traditional examinations and that it was better for assessing their overall abilities. Both the FC and OSCE were supported by the medical students. The instructors were also satisfied with the students’ performance in the FC and supported the teaching model, agreeing to continue using it.ConclusionsThis study shows that FC teaching that combines instructional videos and group learning is a reliable and well-received teaching method for puncture skills, which supplements and expands existing teaching methods in the medical field.

Research on Network Teaching Collaboration Platform Using Flipped Classroom Teaching Mode

The quick development of intelligent information technology in modern society has accelerated education informatisation. Accordingly, the traditional modes of instruction and methods of instruction are no longer able to satisfy the educational needs of modern society, so the flipped classroom teaching method emerges at the historic moment. While injecting fresh vitality into education, this model can also reflect good teaching effects, which is of enormous practical relevance to the development of education. Additionally, flipped classroom teaching is made possible by the online teaching resources offered by colleges and institutions. In view of the unreasonable distribution of curriculum resources in the current university network teaching platform, this study proposes a university network platform combining flipped classroom teaching mode and improved Apriori algorithm. First of all, to achieve the acceptable allocation and suggestion of learning materials in accordance with students’ learning demands, the Apriori algorithm is introduced to address the university network teaching platform’s lack of adequate planning and organisation. After that, the flipped classroom teaching mode is introduced into the online teaching platform for empirical research. According to the trial findings, more than 90.22 % of the students had improved their study habits. The network teaching platform proposed by the research institute can stimulate college students’ learning interest and improve their learning ability to a certain extent.

A Study on the Application of Seq2seq in English Flipped Classroom Teaching in Colleges and Universities

Abstract With the rapid development of educational technology, the English teaching mode in colleges and universities faces innovation challenges. As an emerging teaching mode, flipped classroom promotes students’ active learning and improves classroom efficiency by switching the order of pre-course learning and in-class activities.Seq2seq technology, as a significant application of deep learning in natural language processing, is used in flipped classroom to provide new perspectives and methods for English teaching, which is expected to stimulate students’ interest in learning and improve the quality of teaching through technological means. This study aims to examine Seq2Seq2’s ability to enhance the quality of teaching and learning. This study explores the impact of Seq2seq technology on English flipped classroom teaching in colleges and universities. Using an experimental research method, 120 first-year university students were selected as the research subjects and divided into experimental and control groups, applying Seq2seq-assisted flipped classroom teaching and traditional teaching methods respectively. The study used a pre-test and post-test design, and collected students’ English achievement and learning motivation questionnaires to analyze data. Students in the experimental group outperformed the control group in English, with a mean score increase of 6.27 points, and their motivation to learn was also improved. The students in the experimental group showed improvement in vocabulary mastery, reading comprehension, and writing ability. The study shows that applying Seq2seq technology in flipped classroom can effectively improve students’ English learning achievement and learning motivation, which is of great significance for promoting the development of English teaching in colleges and universities.

Research on the Application of Flipped Classroom in University Furniture Design Course- Taking Leshan Normal University as an Example

Background and Aim: Flipped classroom as a modern teaching method has attracted much attention in improving students’ learning performance. This study employed a flipped-classroom teaching strategy and modern technology applications to conduct teaching experiments on students. Through the test of the furniture design drawings and questionnaires, this study aims to examine the impact of the flipped classroom teaching method on academic achievement between the experimental class and the control class. Materials and Methods: This study is quasi-experimental research, using a quantitative research method. The subjects were third-year undergraduates majoring in environmental design at Leshan Normal University in Sichuan, China. Students were in two groups, an experimental group and a control group. The flipped classroom teaching strategy was used in the experimental group class A, 55 students. The traditional teaching method was used in the control group Class B, 55 students. Through the furniture design drawing test, it attempted to understand students’ ability in innovation, visual rendering, practicality, and typography, as well as the applicability and ease of use of the learning platform Superstar APP in the flipped teaching course. Data were collected through tests and questionnaires, and analyzed by using the statistical software Jamovi. The hypotheses were tested by paired samples T-test and independent sample T-test. Results: The results showed that the teaching method of flipped classrooms has a very positive impact on students' academic performance. Students' furniture design innovation ability and layout design ability have been improved significantly. Students showed a high level of effectiveness and convenience in using the Superstar platform APP for flipped classroom teaching. Conclusion: Based on the research results, this paper makes some suggestions on the application of flipped classrooms in furniture design courses.

Perceptions regarding Flipped Classroom teaching method among first year MBBS students in a Medical College in National Capital Region, India

Background: Flipped classroom aims at exposing the students to teaching material outside of class first andutilizing the class time in deeper understanding of the topic with the discussion in the presence of the teacher. It isa method of teaching learning wherein the students take responsibility of their learning. The present study was toconducted to introduce flipped classroom approach as teaching learning method and to obtain students feedback.Materials and method: The study was descriptive study done in the Department of Anatomy after obtaining theIEC clearance. First year MBBS students who volunteered to participate (138 out of 150) were included in the studyafter obtaining informed consent. The students were given a pre-class reading material in form of PowerPointPresentation with voice over for the topics selected for flipped class using Institutional Learning ManagementSystem (LMS) seven days before the class. Class time was utilized in discussion of the topic. A questionnairewas used which was validated by other faculty members. Responses were collected using a 5 point Likert scale.Analysis was done by Microsoft Excel 2010.Results: The concept of flipped classroom was well accepted by the students. It was observed that 70% of thestudents found flipped classroom is more interesting method of learning anatomy compared to traditional lectures.30% of the students believed flipped class required more time and more preparation. They were of the view thatthese classes were more interesting, interactive, and motivated them to learn compared to the didactic lectures.Conclusion: Flipped classroom is not a new concept. However, in our country this concept of teaching learning isnot very commonly used in medical colleges and can be used as an alternative to the traditional lectures for betterunderstanding of the topic and can be used more often.

Effectiveness of Flipped Classroom On 3rd Year Students of Oral Medicine Subject to Achieve the Learning Outcome

In the flipped learning technique, the lesson content is supplied to students prior to the actual class, often in an online form, as background knowledge to prepare for the face-to-face time. In this approach, it puts students in an active learning situation, including them in the learning process prior to class. Objective: To determine the efficacy of flipped classroom in achieving learning objectives in third-year BDS students studying Oral Medicine. Methods: This study was conducted in Department of Oral Medicine, Institute of Dentistry, LUMHS, Jamshoro. Study was conducted from November 20th 2021 to February 21st 2022. The third-year BDS students of Oral Medicine (100 students) were categorized into two groups (Group-A traditional teaching method n=50 and Group-B flipped classroom teaching method n=50). The pre-test and post-test were conducted. Results: Around 60% of the students were satisfied that the instructions for the pre-class preparation were clear but 20% remain neutral. Around 40% agreed that the teaching schedule allow enough time to prepare for the class and 20% were strongly agreed but 40% remained neutral. In terms of post-test scores in both teaching methods, flipped method technique showed a significantly higher 8.45±0.30 versus the traditional method technique of 5.83±0.17 (p-&lt;0.001). Conclusion: Third Year BDS students of oral medicine identified flipped learning as a dynamic student-centered technique for teaching

Evaluation of Flipped Classroom Teaching Methods in Improving the Knowledge and Readiness of Medical Students in Disasters

Background. Flipped classroom, as one of the new educational techniques, can lead to effective clinical practice. Applying this method to basic lessons provides for students’ more in-depth learning. Therefore, this study examines flipped classroom teaching method in improving the knowledge and readiness of medical students in disaster management. Methods. This quasi-experimental single-group pretest-posttest study included a total of 106 medical students at Shiraz University of Medical Sciences, Iran. The participants were selected from the students admitted to the course in two consecutive years 2018 and 2019. Different teaching methods were used to cover the topics based on PowerPoint, clip showing, small group work, discussion, and question sessions. Data analysis was performed using paired t-test and Wilcoxon non-parametric test. Results. Based on the results, out of 106 participants (65 or 61.3% females vs. 41 or 38.7% males), 85 students completed the course. The age group of students was 19-39 years (mean age: 20.29±3.27). There was no significant relationship between gender and readiness in terms of knowledge and attitude (P≥0.05). There was a significant difference between attitude and level of preparation before and after the test. The average level of knowledge, attitude, and readiness in response to risks in the post-test compared to the pre-test (after teaching upside down) increased by 1.93%, 3.82%, and 3.35%, respectively. Conclusion. The importance of disasters requires the growth of awareness and preparedness. Teaching flipped classroom for the concepts of disasters can create more dynamism in students and improve their knowledge and preparedness to deal with disasters.

University Student Readiness and Its Effect on Intention to Participate in the Flipped Classroom Setting of Hybrid Learning

The flipped classroom teaching method has existed for many years. Past research indicates that students could have better self-directed learning skills, more in-depth learning, higher satisfaction, and motivation to study through flipped classroom learning. However, some challenges arise for students and teachers, such as student capability; lack of preparation; low motivation to watch pre-recorded videos; and low interaction. During the pandemic period, students began engaging in online or hybrid learning. Fortunately, instructors are familiar with technology. Our study aims to investigate the flipped classroom learning readiness of university students during the pandemic era, both in face-to-face and online mode. The classes were conducted in a hybrid manner, with two groups of students under the same treatment. The results indicate that the intention to participate in the flipped classroom setting is associated with readiness and perceived control. Such an intention is also the same regardless of learning mode. Perceived behavioral control is a partial mediator between student readiness and intention to participate in flipped classroom.

Effectiveness of a combined problem-based learning and flipped classroom teaching method in ophthalmic clinical skill training

BackgroundPrevious studies have primarily implemented problem-based learning (PBL) or flipped classroom (FC) teaching models in different majors; however, research on the combined PBL-FC teaching method in clinical medicine is scarce. Therefore, we investigated the combined PBL-FC teaching method in teaching ocular trauma on students’ competencies.MethodAbout 75 ophthalmology postgraduates were randomly divided into PBL-FC and traditional teaching groups. Students completed pre-and post-class theoretical examinations, skills evaluation, learning ability scales, and feedback questionnaires.ResultsBoth groups showed significantly higher theoretical scores and improved learning ability. Feedback questionnaire scores of the PBL-FC group’s postgraduates without clinical experience were significantly higher than the traditional group’s for some items; there was no difference between groups in postgraduates with clinical experience. PBL-FC group’s pre-class preparation time was significantly longer than the traditional group’s, but the post-class review time was significantly shorter. PBL-FC group’s post-class theoretical performance was significantly higher than the traditional group’s. There was no statistical difference between the groups regarding skill operation. Among postgraduates without clinical experience, the PBL-FC group’s skill operation performance was significantly higher than the traditional group’s; for postgraduates with clinical experience, the traditional group’s skill operation performance was significantly higher than the PBL-FC group’s.ConclusionsPBL-FC teaching is better for students without clinical experience or knowledge of ophthalmic diseases. Meanwhile, traditional teaching is a good choice for students with clinical experience who need more relevant knowledge.

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

To explore students' perception on the implementation of flipped classroom (FC) combined with formative assessment during the undergraduate teaching of orthodontic wire-bending skills. Third-year undergraduate dental students were taught wire-bending skills via FC teaching method using a series of pre-recorded online video demonstrations. As part of the formative assessment, the students were given the results and assessment rubrics of their prior wire-bending assessment before every subsequent session. Purposive sampling method for focus group discussion was used to recruit eight students comprising four high achievers and four low achievers. Strengths, weaknesses and suggestions for improvement of the FC with formative assessment were explored. Data were transcribed and thematically analysed. Students perceived that FC allowed for a more convenient and flexible learning experience with personalised learning and improved in-class teaching efficiency. The pre-recorded online videos were useful to aid in teaching wire-bending skills but lacked three-dimensional representation of the wire-bending process. Students suggested better standardisation of instructions and access to the marking rubric before and after assessment. FC teaching with continuous formative assessment and constructive feedback as a form of personalised learning was viewed favourably by students. The implementation of periodic individual feedback can further enhance their learning experience.

Flipped Classroom versus Traditional Didactic Classroom in Medical Teaching: A Comparative Study.

BackgroundThe effective and efficient delivery of healthcare services that the National Medical Commission (NMC), India desires from Indian Medical Graduate (IMG) can only be fulfilled if the learner’s participation is extensive. Flipped classroom (FC) may promote enhanced as well as meaningful learning and critical thinking in students. By implementing this method trend can be changed from a teacher-centered approach to a student-centered approach, thus teaching-learning becomes more effective and interesting. It promotes learning and thinking helping the students in diagnosis and formulating appropriate management of patients during the clinical years of medical teaching of MBBS (Bachelor of Medicine and Bachelor of Surgery) and thereafter.AimTo compare FC and traditional didactic classroom (TDC) teaching for first-year MBBS students.Objectives-To evaluate FC method teaching for first-year MBBS students.-To compare effectiveness of FC and TDC teaching for first-year MBBS students.-To evaluate perception of students toward FC teaching method.MethodologyThe study was conducted after getting approval from the Institutional Ethics Committee. Total of 100 students volunteered to participate in the study after providing informed consent. Two groups based on pseudo randomization were created and subjected to the FC method and TDC method in module A and crossover of groups was done in module B. Both groups were subjected to post-test after intervention in modules. Feedback was obtained from students on their perception toward the FC method.ResultsThere was a statistically significant difference (p<0.05) in post-test scores of both FC groups in both modules (FC Method: 14.77 ± 2.16 and 11.26 ± 1.76 vs TDC Method: 12.16 ± 2.05 and 10.03 ± 2.57). Overall positive feedback was received for FC method of teaching compared to TDC method.ConclusionsConsidering responses and results of the assessment, it can be concluded that the FC approach is beneficial for students. It enhances the learning of students. Perception of students toward medical teaching can be greatly improved. It helps students achieve better results in their learning. With larger sample size studies, this result of FC method being a better learning tool will gather more strength.

“Small Talk” as a Tool for Improving Speaking Ability by Using a Flipped Classroom Teaching Method

“Small Talk” as a Tool for Improving Speaking Ability by Using a Flipped Classroom Teaching Method

Trends in approaches to teaching: Flipped learning

In language learning, educational researchers often mention English skills such as speaking, reading, and writing. However, there are still barriers to learning non-native languages for students. Flipped teaching is a relatively new teaching method in English teaching that changes the order of lectures and homework in the classroom, supplementing it with additional teaching resources in addition to simple classroom instruction.Differentiated teaching in English teaching brings flexibility to the flipped classroom teaching method, which requires the teaching ability of excellent teachers and the popularization of technology to achieve. It is not easy for families with different financial conditions to have multiple learning devices. After the teaching technology is satisfied, the flipped teaching method in English teaching needs to be widely implemented. Therefore, considering the advantages and disadvantages of the flipped teaching method, teachers should integrate various teaching methods to provide different content and different types of English knowledge in a targeted manner to achieve efficient and happy learning results for students.

Comparison of the effectiveness of flipped classroom and traditional teaching method on the components of self-determination and class perception among University students.

Introduction: The flipped classroom instruction can be an opportunity to make educational changes in class contents, which means this model can be a way to rethink learning and the educational process. The present study aimed to investigate the effectiveness of flipped classroom and traditional teaching methods on the components of self-determination and the class perception among university students.Methods: This is an experimental study with a pre-test and post-test design and a control group. The study population comprised of all female students of Farhangian University in Ahvaz city in the academic year 2019. The sample consisted of 36 students selected by convenience sampling. We randomly divided the participants into experimental (n=18) and control (n=18) groups. The research instruments included the Basic Psychological Need Satisfaction and the Class Perception Questionnaire. The experimental group received the flipped teaching program during six 120-minute sessions once a week; however, the control group received the traditional teaching method. Data were analyzed by descriptive and inferential statistics, such as mean, standard deviation, analysis of covariance (ANCOVA), and multivariate analysis of covariance (MANCOVA).Results: The results indicated that there was a significant difference between the flipped classroom and traditional teaching (p< 0.05) on the components of self-determination and the class perception among university students.Conclusion: According to the results, the flipped teaching method had greater impacts on the components of self-determination and class perception in university students, compared to the traditional method.

Research on the Effect of Big Data Flipped Classroom Combined with Scenario Simulation Teaching: Based on Clinical Practice of Medical Students

With the rapid development of information technology and the deepening of education reform, flipped classroom, as a new teaching mode, has received considerable attention from the education circle as soon as it appeared. This paper analyzes the teaching design principles of big data flipped classroom combined scenario simulation, constructs the teaching design model of big data flipped classroom combined scenario simulation in medical clinical practice, and explores the application and effect of the teaching method of big data flipped classroom combined scenario simulation. In this paper, the experimental group takes care of fusion simulations combined with the flipped classroom teaching method, and the routine control group uses the traditional teaching method; the scores of the two groups on theory, learning initiative, clinical practice, and critical thinking ability allow comparing the teaching effect, concluding that health care integration scenario simulation combined with flipped classroom teaching methods is new. It is beneficial to improve the learning ability, improve the ability of medical cooperation, enhance the sense of humanistic care, and so on. Analysis and comparison concludes that turning medical fusion simulations combined with classroom teaching, promoting the medical students on medical students’ clinical practice to master theoretical knowledge and practical operation ability, and improving the ability of critical thinking ability and care will lead medical students to make a study of basic knowledge of medicine helping to cultivate the graduate student’s study enthusiasm, stimulating interest in learning, improving the comprehensive quality of medical specialty, and making it worth popularizing in practice teaching.

English

BACKGROUND Higher education including medical education has been shifting towards more active and learner centric strategies. The flipped classroom (FCR) is basically student centered where as traditional teaching is teacher centered. Educationists and researchers have been debating about the pros of flipped classroom for over a decade and it is believed that flipping the classroom helps in inculcating the habit of self learning among the learners, leading to refinement of their analysis and synthesis skills. There are very limited data available regarding FCR teaching method especially surgery subject. Hence, this study was planned to introduce flipped class room among medical undergraduates in surgery. METHODS A prospective and observational study of 110 student selected out of 115 was carried out. Topics were selected from common surgical topics – cholelithiasis (2 classes) and appendicitis (1 class). Pre class activities were intimated digitally. In class and post class activities, student and teacher perceptions were measured and evaluated using standard statistical techniques. RESULTS 58 : 52 (Male : Female) students were included. Among them, 70 agreed &amp; 10 strongly agreed that proper and clear instructions were provided, pre-class reading materials and similarly 80 agreed &amp; 16 strongly agreed that adequate reading material was provided. 60 agreed that it was useful method in understanding and 10 strongly agreed that they learnt better but 36 felt neutral. Regarding faculty perception on if they would prefer flipped classroom over other teaching method: 12 agreed, 4 strongly agreed and 4 were neutral. Students suggested less text, more videos, and the use of FCR for selected topics. CONCLUSIONS Flipped classroom is an innovative method for medical education and should be incorporated in the curriculum. More studies, newer performance indicators and methods of implementation are needed to fine tune its technique and mode of delivery. KEYWORDS Flipped Classroom, Medical Education

The effect of live demonstration and flipped classroom with continuous formative assessment on dental students\u2019 orthodontic wire-bending performance

BackgroundWire-bending skills is commonly taught through live demonstrations (LD) though flipped classroom (FC) method has gained popularity. Continuous formative assessment promotes personalised learning via closely monitored progress, with the identification of students’ strengths and weaknesses. This study aims to evaluate the effects of LD and FC teaching methods, supplemented with continuous formative assessment, on dental students’ learning of wire-bending skills for six types of removable orthodontic appliance components. A deeper understanding of the relative effectiveness between LD and FC teaching methods can help identify the most appropriate method to achieve student learning objectives, which is especially important given the current Covid-19 pandemic.MethodsForty third-year undergraduate dental students were randomly assigned into FC (n = 20) or LD (n = 20) cohort. Each student attended six teaching sessions, each to teach students’ competency in fabricating one type of wire component, for a total competency in fabricating six wire components over the course of six teaching sessions. Either LD or FC teaching methods were used. After each session, wire assignments had to be submitted. Wire assignments were then evaluated using a blinded wire-bending assessment protocol. As part of their formative assessment, the assessment results were distributed to students, lecturers, and technicians before the next session. After the first session (T0) and at the end of all six sessions (T1), students completed a self-reported questionnaire.ResultsThe mean wire-bending scores for FC were significantly higher than LD for two of the six assignments, namely the Adams clasp (p < 0.01) and Z-spring (p = 0.03). Scores for both LD and FC increased significantly over time, which may be attributed to formative assessment. There was no statistically significant correlation between wire-bending scores and video usage. Students were satisfied with both teaching methods, according to T0 and T1 questionnaires.ConclusionsBoth LD and FC are equally effective in transferring practical orthodontic wire-bending skills and well-received by students. Continuous formative assessment may have enhanced students’ learning of orthodontic wire-bending skills. Further studies with control group are recommended to investigate the effect of formative assessment on teaching practical dental skills.