Effectiveness of a flipped classroom for undergraduate in implant dentistry hands-on course.
Flipped classroom
Hands-on course
Implant dentistry
Teaching methods
Journal
BMC medical education
ISSN: 1472-6920
Titre abrégé: BMC Med Educ
Pays: England
ID NLM: 101088679
Informations de publication
Date de publication:
15 May 2024
15 May 2024
Historique:
received:
09
10
2023
accepted:
08
05
2024
medline:
16
5
2024
pubmed:
16
5
2024
entrez:
15
5
2024
Statut:
epublish
Résumé
The purpose of this study was to compare the learning in the implant dentistry hands-on course to that of the flipped classroom (FC) and the traditional lecture cohorts (control). In this study,80 students were enrolled for the first time in an implant dentistry program. Subsequently, they were divided into two groups. The first, the FC group, which had free access to a video with a PowerPoint presentation on the Chaoxing-WHU-MOOC platform about the implant placement on first molar sites before class. The second, the control group, which attended a didactic lecture describing implant practice on the first molar site via a bidirectional multimedia interactive teaching demonstration and then operated on a simulation model. Cone beam computed tomography (CBCT) and the deviation gauge were utilized to analyze the accuracy of the implant placement in the students' models. An online satisfaction questionnaire was distributed to both groups one week after the class. The linear deviation of the CBCT examination did not show any statistical difference between the two groups concerning cervical, apex, and angular. A significant buccal deviation was observed in the control group compared with the FC group (mean: 0.7436 mm vs. 0.2875 mm, p = 0.0035), according to the restoration-level deviation gauge. A total of 74.36% of students in the FC group placed implant within 0.5 mm buccal-to-lingual deviations, but only 41.03% of students in the control group reached within 0.5 mm buccal-to-lingual deviation ranges. Additionally, 91.67% of the students in the FC group and 97.5% of the students in the control group were satisfied with the practical implant class. FC was more effective than a didactic lecture for implant dentistry practical skill acquisition.
Identifiants
pubmed: 38750537
doi: 10.1186/s12909-024-05536-6
pii: 10.1186/s12909-024-05536-6
doi:
Types de publication
Journal Article
Comparative Study
Langues
eng
Sous-ensembles de citation
IM
Pagination
545Subventions
Organisme : the National Natural Science Foundation of China
ID : No. 82201103
Organisme : the Medical Education Research Project of the Chinese Medical Association Medical Education Branch and the National Center for Development of Medical Education in 2023
ID : 2023B278
Informations de copyright
© 2024. The Author(s).
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