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

Abstract

Introduction 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. Materials and Methods Four cases containing medical and dental charts were discussed through flipped learning with faculty panel during the COVID‐19 lockdown. 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. Results A total of 106 students completed the course, and 99 students 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‐19 class (108 students). 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. Conclusions 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.

The effects of video‐driven discussions integrated into the flipped classroom model on learning achievement, practical performance, and higher‐order thinking skills in dental education

“…With respect to DE, previous studies indicated that FC provides several opportunities for learning compared to conventional instruction (Gallardo et al, 2022; Oudbier et al, 2022; Wang et al, 2021). FC model enhances DSs' learning achievement, motivational orientation, learner autonomy, and HOTS by providing a flexible learning environment (Jabbour & Tran, 2023; Xiao et al, 2021). Previous study (Sivarajan et al, 2021) indicated that FC with continuous formative assessment had a positive impact on DSs' orthodontic wire‐bending performance.…”

“…Considering all these issues, we evaluated a video-driven discussion environment for the pre-class period of FC in a DE course. Although innovative pedagogical approaches are an important issue, the empirical studies on FC model are limited in DE, especially in clinical practices (Jabbour & Tran, 2023). Moreover, the related research includes a few studies on the integration of different technological approaches like FC enhanced with some other tools into restorative dentistry instruction as well as its impact on HOTS and practical learning outcomes.…”

Intention of Collaboration among Dental Students during the COVID-19 Pandemic

“…Further, research has revealed the need for dental students to acquire more effective communication skills when collaborating in teams with others and applying knowledge in new dental cases [6]. Furthermore, teamwork could lead dental students to adopt a learning approach while they seek deeper meaning and personal relevance to each subject they learn [7]. Overall, collaboration and development of dental students' communication skills could lead them to better connect what they have learned in theory to clinical practice [8].…”

“…For two years now, humanity has been experiencing a public health crisis, the COVID-19 pandemic, that has already led to more than 246 million cases and approximately 5 million deaths worldwide [7]. With the global rapid increase in COVID-19 cases, leading to lockdowns and social-distancing, there was an imperative need for dental academic institutions to offer e-learning modules that could support part of the learning process otherwise exercised by physical presence [17][18][19][20][21].…”

“…Even though collaborative training forced by the pandemic was supposed to offer a positive professional identity, improve communication level and students' knowledge and appreciation of other relevant professions, and enhance the mutual respect and acceptance among partners [5][6][7], there are no studies about the effect of teamwork in improving the collaborating ability of dental students, especially during a health crisis such as the pandemic. For this purpose, in this study, we aimed to evaluate the attitudes of dental students towards team working during COVID-19 restrictions.…”