Restorative Dentistry and Biomaterial Science Department, Harvard School of Dental Medicine, Boston, MA, USA.
Oral Health Policy and Epidemiology Department, Harvard School of Dental Medicine, Boston, MA, USA.
Eur J Dent Educ. 2018 Aug;22(3):e343-e349. doi: 10.1111/eje.12300. Epub 2017 Nov 9.
The purpose of this study was to assess dental student learning in a dental anatomy module between traditional lecture and flipped classroom cohorts.
Two cohorts of predoctoral dental students (N = 70 within each cohort) participated in a dental anatomy module within an Introduction to the Dental Patient (IDP) course ([traditional/lecture cohort: academic year (AY) 2012, 2013] and [flipped classroom cohort: AY 2014, 2015]). For the dental anatomy module, both cohorts were evaluated on pre-clinical tooth waxing exercises immediately after each of five lectures and tooth identification after all lectures were given. Additionally, the cohorts' performance on the overall IDP course examination was compared.
The flipped classroom cohort had statistically significant higher waxing scores (dental anatomy module) than students in the traditional classroom. There was no statistically significant difference for tooth identification scores and the overall IDP course examination between the traditional vs flipped approach cohorts. This is due to the latter two assessments conducted at the end of the course gave all students enough time to review the lecture content prior to the assessment resulting in similar scores for both cohorts.
The flipped classroom cohort promoted students' individual learning and resulted in improved students' performance on immediate evaluation but not on the end of the course evaluation. Redesign of courses to include a new pedagogical approach should be carefully implemented and evaluated for student's educational success.
本研究旨在评估传统讲座式和翻转课堂式牙科解剖学模块中学生的学习情况。
两个牙科学员队列（每个队列 70 人）参加了《牙科患者入门》（IDP）课程中的牙科解剖学模块（[传统/讲座队列：2012 学年、2013 学年]和[翻转课堂队列：2014 学年、2015 学年]）。对于牙科解剖学模块，两个队列都在五次讲座后的每次预临床牙蜡雕刻练习和所有讲座结束后的牙识别方面进行了评估。此外，还比较了两个队列在整个 IDP 课程考试中的表现。
翻转课堂队列在蜡雕评分（牙科解剖学模块）方面明显高于传统课堂的学生。在牙识别评分和整个 IDP 课程考试方面，传统方法和翻转方法队列之间没有统计学上的显著差异。这是因为在后两个评估是在课程结束时进行的，这给了所有学生足够的时间复习讲座内容，因此两个队列的得分相似。
翻转课堂队列促进了学生的个人学习，提高了学生即时评估的表现，但对课程结束时的评估没有影响。应该仔细实施和评估课程的重新设计，以包括新的教学方法，以确保学生的教育成功。
