Comparison between flipped classroom and team-based learning in a prosthodontic class at Tokushima University

Abstract

Background: Active learning is a concept that allows students to study and learn actively by themselves to get knowledge. There are several methods of active learning, including flipped classroom (FC) and team-based learning (TBL). In FC, students are required to study before classes. In TBL, students study before the class, take the Individual Readiness Assurance Test (IRAT) and Group Readiness Assurance Test (GRAT), and then discuss Group Assignment Projects (GAPs) during class. The purpose of this study was to compare the effectiveness between FC and TBL using longitudinal term-end examination data. Methods: Flipped classroom and TBL effectiveness was assessed from the results of the term-end examinations at the end of the semester from 2014 to 2017. The students were asked to answer questions on the favorable and unfavorable responses of FC and TBL. To check the difficulty of the term-end examinations, control dentists took the same examinations. The dentists were clinical prosthodontic residents who graduated within 3 years from undergraduate course. All prosthodontic residents attended the referential examinations. Results: The term-end examination score of FC and TBL did not show a statistical difference. Multi-way ANOVA showed that the referential examination scores by the dentists were significantly higher than that of the students (P < 0.0001). According to the students, the favorable responses of FC and TBL were on the study habit and the video contents, while the unfavorable responses were mainly on the study materials. Conclusions: There is no statistical difference between FC and TBL on term-end examination scores. There were no interactions between the test period and the participants (students or dentists), and the test period and class format.