Comparison between flipped classroom and team-based learning in fixed prosthodontic education

Nishigawa, Keisuke; Omoto, Katsuhiro; Hayama, Rika; Okura, Kazuo; Tajima, Toyoko; Suzuki, Yoshitaka; Hosoki, Maki; Shigemoto, Shuji; Ueda, Mitsutoshi; Rodis, Omar Marianito Maningo; Matsuka, Yoshizo

doi:10.1016/j.jpor.2016.04.003

Cited by 53 publications

(88 citation statements)

References 13 publications

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“…The full texts were assessed using the eligibility criteria in phase 2, resulting in seven studies deemed suitable for further analysis. [19][20][21][22][23][24][25][26] Articles excluded in this phase and the reasons for exclusion are shown in Table 3. Therefore, a total of eight studies were included in the analysis ( Table 2).…”

Section: Resultsmentioning

confidence: 99%

“…25 The efectiveness of lipped learning and conventional lectures was compared in ive studies; 19,21,22,25,26 three studies compared students' perceptions on lipped learning compared to conventional lectures; 19,21,22 and four studies assessed students' perceptions about lipped learning without comparison to another methodology. 20,[23][24][25] The MINORS tool was used to assess the methodological quality of the studies ( Table 4). The results showed that six studies had low RoB 19,[21][22][23][24]26 and two had moderate RoB.…”

Section: Resultsmentioning

confidence: 99%

“…The results showed that six studies had low RoB 19,[21][22][23][24]26 and two had moderate RoB. 20,25 Five comparative case-control studies were evaluated with 12 questions, 19,21,22,25,26 and three observational cohort studies used eight questions. 20,23,24 We appraised the studies' quality of evidence with GRADE.…”

Section: Resultsmentioning

confidence: 99%

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Effectiveness and Perceptions of Flipped Learning Model in Dental Education: A Systematic Review

Gianoni-Capenakas

Lagravère

Pachêco‐Pereira

et al. 2019

Journal of Dental Education

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When educators adopt flipped learning in their courses, online sources are assigned for students to study prior to class, and then the class period is devoted to face‐to‐face (F2F) interactions. The aims of this systematic review were to evaluate published research on the effectiveness of flipped learning for dental students' learning and on dental students' perceptions of the model and to report the results based on the first two phases of Kirkpatrick's model: reaction and learning. A systematic review based on the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis Protocols (PRISMA‐P) was performed. Articles in which the objective was to determine the effectiveness of students' learning or students' perceptions of flipped learning in both dental and advanced dental education were collected. The Risk of Bias of the included studies was assessed using the MINORS Grading of Recommendations Assessment, Development, and Evaluation (GRADE) Summary of Findings table. The authors screened the title and abstract of 650 studies; after application of inclusion criteria, eight articles remained for analysis. In those studies, a total of 572 dental students were participants. The effectiveness of flipped learning and conventional lectures was compared in five of the eight studies; three of the studies compared students' perceptions of flipped learning and the conventional format; and four of the studies assessed students' perceptions of flipped learning without comparison to another methodology. The findings suggest that flipped learning was an effective way to deliver knowledge in these eight studies. Time flexibility was a particular asset found in this review since flipped learning allowed each student to assimilate the educational material at her or his own pace.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Effectiveness and Perceptions of Flipped Learning Model in Dental Education: A Systematic Review

Gianoni-Capenakas

Lagravère

Pachêco‐Pereira

et al. 2019

Journal of Dental Education

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“…42 When students were able to answer other student's questions encountered during self-study, they gained a higher sense of achievement and increased the motivation to learn. 26,43,44 The use of a point-awarding system within the Question and Discussion session played a vital role in the A J P E A c c e p t e d D r a f t success of the teaching strategy, as the students could be encouraged to learn, and improved performance because of being in competition with their peers. When the teacher randomly chose a student to answer on behalf of the group, each student would study harder.…”

Section: A J P E a C C E P T E D D R A F Tmentioning

confidence: 99%

Using a Novel Student-centered Teaching Method to Improve Pharmacy Student Learning

Meng

Yang

Sun

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To improve students' learning and develop learning skills in pharmacy education. Methods.A novel teaching method STQD, composed of Self-study, Test, Question and Discussion sessions, uses self-, peer-, co-learning, active learning, inductive teaching, and formative assessment to promote student-centered teaching in pharmacy education. The intervention has been carried out within courses focusing on instrumental analysis and analytical chemistry. In a four-year study, qualitative and quantitative approaches were employed to evaluate the effectiveness of the novel teaching method in facilitating students' learning. Conclusion. The use of STQD in an integrated basic science curriculum has the potential to develop students' learning skills and improve students' learning in pharmacy education.

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“…12 The flipped classroom method has also been used successfully for teaching paediatric dentistry, 13 dental anatomy 14 and prosthodontics. 15 What is novel about the teaching described in this paper is that it employs virtual microscopy in a flipped classroom setting. Most of the published studies describing flipped classrooms in pathology have used videos as the online part of the classroom, after which students participated in learning activities designed to test knowledge acquisition.…”

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confidence: 99%

A flipped classroom approach to teaching oral pathology using virtual microscopy – the glasgow experience

Makki¹,

Bagg²

2017

Dent Update

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This paper describes a student-centred, integrated teaching model in which oral pathology and oral medicine staff members jointly deliver tutorials in a combined on-line and face-to-face format. Students are provided with clinical and histopathological information, which they must review and use to answer questions via a Virtual Learning Environment before the tutorial takes place. By reviewing the students' answers on-line before the teaching session, staff can focus the tutorial itself on resolving knowledge gaps and afterwards post a set of gold standard answers on-line for students to reflect upon.

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Comparison between flipped classroom and team-based learning in fixed prosthodontic education

Cited by 53 publications

References 13 publications

Effectiveness and Perceptions of Flipped Learning Model in Dental Education: A Systematic Review

Effectiveness and Perceptions of Flipped Learning Model in Dental Education: A Systematic Review

Using a Novel Student-centered Teaching Method to Improve Pharmacy Student Learning

A flipped classroom approach to teaching oral pathology using virtual microscopy – the glasgow experience

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