Nishigawa Keisuke, Omoto Katsuhiro, Hayama Rika, Okura Kazuo, Tajima Toyoko, Suzuki Yoshitaka, Hosoki Maki, Shigemoto Shuji, Ueda Mayu, Rodis Omar Marianito Maningo, Matsuka Yoshizo
Department of Stomatognathic Function and Occlusal Reconstruction, Institute of Biomedical Sciences, Tokushima University Graduate School, Tokushima, Japan.
Oral Implant Center, Tokushima University Hospital, Tokushima, Japan.
J Prosthodont Res. 2017 Apr;61(2):217-222. doi: 10.1016/j.jpor.2016.04.003. Epub 2016 May 14.
We previously investigated the effects of team-based learning (TBL) on fixed prosthodontic education and reported that TBL could have higher efficiency with high student satisfaction than traditional lecture. In the current report, we introduced flipped classroom to the fixed prosthodontic education and compared their effectiveness based on the final examination score in addition to TBL.
Participants were 41 students from Tokushima University School of Dentistry who attended a fixed prosthodontics course. The first six classes adopted the flipped classroom style while the latter eight classes adopted TBL. To evaluate the relationship between learning styles and their effectiveness, we compared results from the term-end examination between the curriculum covered by flipped classroom and TBL-style classes. To draw comparisons, a referential examination with the same questions was conducted to eight faculty members who had not attended any of these classes.
Term-end examination results showed that TBL classes had slightly higher scores than flipped classroom classes. Referential examination results also showed higher scores for the same curriculum and no significant interaction was found between class formats and the term-end and referential examination scores. Analysis revealed no noticeable difference in the effectiveness of the class formats.
Our previous study reported that TBL had higher efficiency than traditional style lecture. In the current study, there was no statistical difference in the examination score between flipped classroom and TBL. Therefore, we conclude that both styles are highly effective than traditional style lecture and constitute valid formats for clinical dental education.
我们之前研究了基于团队的学习（TBL）对固定义齿修复学教育的影响，并报告称与传统讲座相比，TBL效率更高，学生满意度也更高。在本报告中，我们将翻转课堂引入固定义齿修复学教育，并除了TBL之外，根据期末考试成绩比较了它们的有效性。
参与者是来自德岛大学牙科学院参加固定义齿修复学课程的41名学生。前六节课采用翻转课堂模式，而后八节课采用TBL模式。为了评估学习方式与其有效性之间的关系，我们比较了翻转课堂和TBL模式课程所涵盖课程的期末考试结果。为了进行比较，对未参加任何这些课程的八名教员进行了相同问题的参考考试。
期末考试结果显示，TBL课程的分数略高于翻转课堂课程。参考考试结果也显示相同课程的分数更高，并且在课程形式与期末考试和参考考试分数之间未发现显著的交互作用。分析表明课程形式的有效性没有明显差异。
我们之前的研究报告称，TBL比传统讲座效率更高。在本研究中，翻转课堂和TBL之间的考试成绩没有统计学差异。因此，我们得出结论，这两种模式都比传统讲座更有效，并且是临床牙科教育的有效形式。
