Flipping the Dental Anatomy Classroom

Kellesarian, Sergio Varela

doi:10.3390/dj6030023

Cited by 43 publications

(67 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the process of teaching tooth morphology at other colleges and universities in China, commercially produced model teeth have been used as a means of teaching exploration [28,29]. However, the commercial model teeth have several major problems: (1) The size of the model teeth does not match the size of the gypsum blocks the students use in their carving. The commercial models are too large or too small, and it is therefore difficult to use them as an equal-scale reference when carving.…”

Section: Discussionmentioning

confidence: 99%

“…The tooth morphology course is an important basic stomatology course that mainly covers the composition, classification and anatomical features of a single tooth [1]. To master tooth morphology, students need to actually carve gypsum or wax to deepen their understanding of the characteristic shape of each tooth, establish a 3D concept of teeth, and improve their carving skills for future clinical courses (such as dental prosthetics and cariology/endodontics) and clinical work [2].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The effect of 3D-printed plastic teeth on scores in a tooth morphology course in a Chinese university

Wang

Zhang

et al. 2020

BMC Med Educ

View full text Add to dashboard Cite

Background The tooth morphology course is an important basic dental course. However, it is difficult to fully reflect the three-dimensional (3D) morphological characteristics of tooth structure in two-dimensional pictures in traditional textbooks. The aim of this study was to assess the effect of 3D-printed plastic model teeth in the teaching of tooth morphology. Methods Twenty-two undergraduate students who matriculated at the School of Stomatology, the Fourth Medical University, in 2014 and 23 who matriculated in 2016 participated in the study. Each student who matriculated in 2016 was given a full set of fourteen standard 3D-printed plastic model teeth for use during the learning process, and an anonymous questionnaire was used to evaluate the usefulness of the 3D-printed plastic model teeth from the perspective of the students. Results There was no significant difference between the two groups in the scores of the theoretical examination or the total score. However, for the score of the sculpted gypsum teeth, the students who used the 3D-printed plastic model teeth in their studies scored significantly higher (P = 0.002). More than 90% of the students thought that the 3D-printed plastic model teeth were of great help or were very helpful for mastering the anatomy of teeth and for carving the gypsum teeth. Conclusion Standard 3D-printed plastic teeth can effectively assist students in learning tooth morphology by transforming two-dimensional pictures and descriptions in the textbook into a 3D conformation, effectively promoting students’ learning and mastery of tooth morphology and structure. Additionally, the results suggest that 3D-printed plastic model teeth are of great help to the students in mastering and improving their carving skills.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The effect of 3D-printed plastic teeth on scores in a tooth morphology course in a Chinese university

Wang

Zhang

et al. 2020

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…A metaanalysis reported that the FC method is associated with greater academic achievement than the traditional approach to higher-level learning outcomes in medical education [22]. Some researchers have used the FC model in stomatology education, for example, in dental anatomy [23,24], a practical preclinical dental skills course [25] and a fixed prosthodontic course [20], and have achieved satisfactory results. Only one study reported finding the FC model effective when applied in the practice plan on periodontal diagnosis and treatment [26].…”

Section: Discussionmentioning

confidence: 99%

Application of a novel teaching model integrating multiple teaching methods in periodontology education for Chinese undergraduates

Chen¹,

Ma²,

Fan³

et al. 2020

Preprint

View full text Add to dashboard Cite

Background: The present research aims to explore and evaluate a novel teaching model called FC-integration, which integrates multiple teaching methods including flipped classroom, case-based learning (CBL), problem-based learning (PBL) and team-based learning (TBL) assisted by Rain Classroom in periodontology education for Chinese undergraduates. Methods: 200 senior undergraduate students in Grade 2012, 2013 and 2015 were involved in this study from 2016 to 2019. The novel teaching model was applied to the chapter "gingival disease" for Grade 2013 and 2015 students (F group, n=118). As the control, the teacher gave a traditional lecture on the chapter "periodontitis" for Grade 2013 and 2015 students (T group 1, n=118) and the chapter " gingival disease " for Grade 2012 students (T group 2, n=82). The students finished a questionnaire and a quiz after the class. Results: (1) The classroom atmosphere was more inspiring and animating in the F group than in the T group. The questionnaire survey showed higher satisfaction in the F group than in the T group (73.73% vs. 58.47%, P< 0.05). In addition, the Visual Analogue Scale (VAS) score in the F group was higher than that in the T group (7.69±1.69 vs. 7.03±1.91, P <0.05). (2) The average score on the quiz in the F group was higher than in the T group 1 (71.60±13.74 vs. 55.03±16.83, P <0.05) and T group 2 ( 71.60±13.74 vs. 63.92±12.34, P <0.05). Conclusions: The application of the novel model could help students improve their learning efficiency and clinical skills in the diagnosis and therapy of periodontal diseases.

show abstract

“…The above is consistent with Lona's 30 report that students perform better in active learning contexts. KallesarianFlowerday 31 explains that these aspects increase the intrinsic motivation and commitment of students to the course, their peers, and teachers. These findings are also consistent with other studies 27 showing that the combination of personal control and student interest has a significant influence on commitment and learning.…”

Section: F I G U R E 3 Distribution Of Final Grades In the 3 Groupsmentioning

confidence: 99%

Fink's integrated course design and taxonomy: The impact of their use in a “Basics of Dental Anatomy” course

Cantalejo

Pardo

2020

Journal of Dental Education

View full text Add to dashboard Cite

Objective This study aimed to assess whether the adjustment of Fink's Model of Integrated Course Design (ICD) with his Taxonomy of Significant Learning (hereinafter referred to as “ICD/SL”) affected the academic performance of students at Universidad El Bosque in the “Basics of Dental Anatomy” course. Design For this purpose, 3 academic groups were selected: 2018/1 (55 students), 2018/2 (79 students), and 2019/1 (57 students). The control group, 2018/1, was taught without ICD/SL; the 2 treatment groups, 2018/2 and 2019/1, was taught with ICD/SL, which applied revised learning goals based on Fink's Taxonomy and new teaching and evaluation activities. The assessment of academic performance was based on a Likert scale to position student results in each grade score report. Statistical analysis was performed through the Kruskal‐Wallis test and P‐value through the Mann‐Whitney U test and Fisher exact test. Results The results indicated that the treatment groups evidenced better academic performance in the summative assessment of the partial and final grades. In the treatment groups, 64% to 97% of students were in the High to Excellent segment; in comparison, this percentage in the control group was 44% to 65%. The course's rate of failure dropped from 10.9% in 2018/1 to only 1.7% in 2019/1. All the differences between the treatment and control groups were statistically significant (P < 0.0001). Conclusion The use of ICD/SL improved the academic performance of students.

show abstract

Flipping the Dental Anatomy Classroom

Cited by 43 publications

References 36 publications

The effect of 3D-printed plastic teeth on scores in a tooth morphology course in a Chinese university

The effect of 3D-printed plastic teeth on scores in a tooth morphology course in a Chinese university

Application of a novel teaching model integrating multiple teaching methods in periodontology education for Chinese undergraduates

Fink's integrated course design and taxonomy: The impact of their use in a “Basics of Dental Anatomy” course

Contact Info

Product

Resources

About