“Flipped OR”: a modified didactical concept for a surgical clerkship in Oral and Maxillofacial Surgery

Heitzer, Marius; Lemos, Martin; Peters, Florian; Elvers, Dirk; Kniha, Kristian; Hölzle, Frank; Modabber, Ali

doi:10.1016/j.bjoms.2020.03.008

Cited by 16 publications

(14 citation statements)

References 19 publications

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“…This finding is in line with the findings of Lindeman and colleagues [ 16 ] in a study where they compared the effectiveness of a blended learning curriculum with the traditional (lectures plus clinical experiences) curriculum and found that the blended online curriculum’s teaching ratings were significantly higher [ 16 ]. Likewise, Bock and colleagues demonstrated a similar finding in the context of Oral and Maxillofacial Surgery Clerkships [ 17 ]. As both of these studies are based on experiences in undergraduate settings, they are not directly comparable to our study.…”

Section: Discussionmentioning

confidence: 59%

Evaluation of Blended Online Learning in Three Spinal Surgery Educational Courses

Acaroğlu

Assous

Bransford

et al. 2022

Journal of European CME

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COVID-19 pandemic created a need to improvise and redefine blended learning to be executed fully online. Background information on the effectiveness of fully online blended learning activities, especially for surgical disciplines is limited. This study describes a fully online blended learning course format on spinal surgery and aims to provide data regarding it effectiveness. Fully online blended courses on three topics of spinal surgery designed as six-week asynchronous and followed by 3-day live parts. Learning gaps (LGs) were identified with a survey at the beginning of asynchronous part, at its end, and at the end of the live part. The effectiveness of the asynchronous and live parts was assessed by LGs and a quiz, login statistics of learners and faculty and a post-course survey. Participants’ LGs decreased in all courses, statistically significant in two. Faculty and learner login rates significantly correlated with each other. Faculty and learner satisfaction was very high. A fully online blended learning course can be delivered effectively on spine surgery with a high participant and faculty satisfaction rate. The asynchronous part contributes to learning significantly.

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Section: Discussionmentioning

confidence: 59%

Evaluation of Blended Online Learning in Three Spinal Surgery Educational Courses

Acaroğlu

Assous

Bransford

et al. 2022

Journal of European CME

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“…6 In these settings, ICM was effective in improving knowledge and competence with high student satisfaction. 8 It has also yielded positive academic outcomes in nursing. 7 The use of ICM in rapidly changing environments with significant education needs is a natural next step.…”

Section: Discussionmentioning

confidence: 99%

“…ICM has gained traction in medical education and studies have shown improvements in learning, engagement, and student satisfaction. [6][7][8] Faced with COVID-19, our facility used ICM as a major tool for pandemic preparedness to leverage our limited infectious diseases and IP human resources. The aim of this study is to assess the feasibility of ICM for pandemic preparedness and its impact on knowledge, attitudes, and perceptions of HCWs.…”

Section: Introductionmentioning

confidence: 99%

Feasibility and impact of inverted classroom methodology for coronavirus disease 2019 (COVID-19) pandemic preparedness at an urban community hospital

Lora

Ali²,

Krill

et al. 2020

Infect. Control Hosp. Epidemiol.

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“…Here, students are called upon to prepare the learning content at home in order to apply the newly learned knowledge directly in the internship. This method has been confirmed to be effective in improving knowledge and competence among dental students [ 8 ]. In addition, students have confirmed their high satisfaction with the blended learning approaches [ 7 , 8 ].…”

Section: Introductionmentioning

confidence: 99%

“…This method has been confirmed to be effective in improving knowledge and competence among dental students [ 8 ]. In addition, students have confirmed their high satisfaction with the blended learning approaches [ 7 , 8 ]. The implementation of the valuable digital teaching infrastructure took almost 5 years and was supported by various funds.…”

Section: Introductionmentioning

confidence: 99%

One year of COVID-19 pandemic: a cross sectional study on teaching oral and maxillofacial surgery

et al. 2021

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Background The pandemic has challenged educational institutions to catalyze digitalization and rapidly develop online teaching formats. The aim of the study was to evaluate the teaching offered for oral and maxillofacial surgery at our university during the pandemic and to investigate the students’ perceptions of the current situation. Methods A 38-item questionnaire with five sections (demographic information, lectures, internships, e-learning, and pandemic-related solutions/effects) was created online. Most questions were answered on a 10-point Likert scale, with 1 indicating “fully agree/positive” and 10 indicating “totally disagree/negative.” The remaining questions were either answered with yes/no, percent value, or open-ended text responses. All 3rd-5th year dental students were invited to voluntarily participate and were sent a link by email in a general mail shot. Results A total of 63.7% of the participants had no prior experience with online courses before the pandemic. The students stated that the change from face-to-face to online teaching worked very well in the last two semesters (mean = 2.73, standard deviation = 2.05). Overall, the pandemic had a rather positive influence on the acquisition of theoretical skills and a negative influence on the acquisition of practical skills (p < 0.0001). The evaluation showed that, compared to other dental clinics at our university, the department for oral and maxillofacial surgery was well prepared for the pandemic. Conclusion Digitalization of oral and maxillofacial surgery teaching in dental education is possible but depends on the institution’s preparatory work and technological possibilities. The students declared a high acceptance of digital learning formats and indicated an increased motivation to learn due to e-learning. The pandemic’s influence on the students’ education was rated ambivalent.

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“Flipped OR”: a modified didactical concept for a surgical clerkship in Oral and Maxillofacial Surgery

Cited by 16 publications

References 19 publications

Evaluation of Blended Online Learning in Three Spinal Surgery Educational Courses

Evaluation of Blended Online Learning in Three Spinal Surgery Educational Courses

Feasibility and impact of inverted classroom methodology for coronavirus disease 2019 (COVID-19) pandemic preparedness at an urban community hospital

One year of COVID-19 pandemic: a cross sectional study on teaching oral and maxillofacial surgery

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