The Flipped Classroom for pre-clinical dental skills teaching – a reflective commentary

Crothers, A J; Bagg, J.; McKerlie, R.A.

doi:10.1038/sj.bdj.2017.409

Cited by 38 publications

(48 citation statements)

References 8 publications

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“…2 In Bloom's revised taxonomy, the phases of the learning process are remembering, understanding, applying, analyzing, evaluating, and creating. 5 In this way, it involves students in an active learning condition, engaging them in the learning process before class. 4 In the lipped learning model, the lesson content is provided to students before the actual class, usually in an online format, as background information to prepare for the F2F time.…”

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confidence: 99%

“…3 In lipped learning, the F2F interaction supports the four last phases in contrast to conventional lectures, which typically involve only the irst two phases. 5,6 Moreover, the class environment is used to explore scenarios and participate in group discussion 5 and problem-based learning. 5 In this way, it involves students in an active learning condition, engaging them in the learning process before class.…”

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confidence: 99%

“…5 In this way, it involves students in an active learning condition, engaging them in the learning process before class. 5,7,8 Although lectures can be an efective tool to communicate information, 6 one study found that dental classes on clinical procedures and practical cases discussed in interactions with a group and tutor were more time-efective for students than lectures. 7 Some studies with health professions students have found that cases and online modules promoted interaction on practical cases and simulations.…”

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confidence: 99%

“…5,6 Moreover, the class environment is used to explore scenarios and participate in group discussion 5 and problem-based learning. 5 Furthermore, studies have found that online materials allowed students to replay, pause to seek complementary information, or fast forward at each one's pace. 5,7,8 Although lectures can be an efective tool to communicate information, 6 one study found that dental classes on clinical procedures and practical cases discussed in interactions with a group and tutor were more time-efective for students than lectures.…”

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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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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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“…One successful model has been the use of the flipped classroom method for pre-clinical skills teaching at Glasgow Dental School. 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.…”

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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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Educational Interventions to Improve Dental Anatomy Carving Ability of Dental Students: A Systematic Review

Conte

Guollo

Schneider

et al. 2020

Anatomical Sciences Ed

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This systematic review aimed to identify the level of impact of educational strategies for teaching tooth carving on the carving ability of undergraduate dental students. The PubMed‐NCBI, Cochrane‐CENTRAL, LILACS, Ibecs, BBO, Web of Science, and Scopus databases were searched in May 2019, for randomized controlled trials (RCTs) and two‐arm non‐randomized studies of interventions (NRSI) addressing educational interventions toward the dental carving of undergraduate students. Studies from the year 2000 until the search date, written in English, Portuguese, and Spanish were included. Study screening and data extraction were performed in duplicate and blinded. The data were presented narratively, considering the dental carving ability of students the primary outcome. The risk of bias was assessed using the RoB tool 2.0 and ROBINS‐I, and the level of evidence was determined with GRADE. Of 3,574 studies, 6 were included, with 3 RCTs and 3 NRSIs. Very low level of evidence was provided from the NRSIs that flipped classroom (1 study; n = 140) and a student‐driven revised module (1 study; n = 264) improved the carving ability of students. Additionally, there was moderate evidence of online complementary material (1 RCT; n = 30) and reinforcement class improving the carving ability of students (1 RCT; n = 29). The replacement of traditional classes by an instructional DVD (1 RCT; n = 73) and assessment of carving projects through digital systems (1 NRSI; n = 79) did not enhance the carving ability of students. Study design, risk of bias, and imprecision downgraded the level of evidence. There was a very low to moderate evidence on the effectiveness of student‐driven educational approaches and complementary classes of dental anatomy in improving the dental carving ability of students.

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The Flipped Classroom for pre-clinical dental skills teaching – a reflective commentary

Cited by 38 publications

References 8 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

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

Educational Interventions to Improve Dental Anatomy Carving Ability of Dental Students: A Systematic Review

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