Teaching Orthodontic Emergencies Using The "Flipped Classroom" Method Of Teaching - A Mixed Methods Randomised Controlled Trial



Isherwood, GA
(2019) Teaching Orthodontic Emergencies Using The "Flipped Classroom" Method Of Teaching - A Mixed Methods Randomised Controlled Trial. Doctor of Dental Science thesis, University of Liverpool.

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Abstract

Introduction: The General Dental Council requires newly graduated dentists are competent when managing orthodontic emergencies. Undergraduate students typically receive limited exposure to clinical orthodontics, with the ideal management of these scenarios largely delivered through conventional lectures. The flipped classroom method of teaching involves knowledge being acquired in students’ own time, with class time instead focussing on construction of meaning. Methods: 61 undergraduate dental students were randomised into either a flipped or conventional group. The conventional group (n=30) attended a lecture describing the management of six common emergencies. The flipped group (n=31) were given access to six videos via a virtual learning environment and later completed practical tasks related to the material. Both groups completed a SBA assessment. Perceptions of flipped classroom teaching were explored via focus groups. Results: For questions on orthodontic emergencies, the conventional group had a mean exam result of 70.5% (S.D. 8.0%) compared with the flipped group result of 72.8% (S.D. 12.9%). There was no significant difference between the groups (p=0.532). For regular orthodontic questions the conventional group had a mean exam result of 64.8% (S.D. 19.9%) compared with 78.3% (S.D. 21.7%). There was no significant difference between the groups (p=0.083). Thematic analysis identified the following themes: ways in which videos encourages more effective learning, improved engagement, awareness of learning needs and proposed teaching / curriculum changes. The overarching theme was facilitating an experiential learning cycle using flipped classroom teaching. Conclusions: The flipped classroom method of teaching resulted in comparable exam performance and improved levels of satisfaction.

Item Type: Thesis (Doctor of Dental Science)
Divisions: Fac of Health & Life Sciences > Institute of Clinical Sciences
Depositing User: Symplectic Admin
Date Deposited: 23 Aug 2019 08:49
Last Modified: 09 Jan 2021 09:09
DOI: 10.17638/03049378
Supervisors:
URI: https://livrepository.liverpool.ac.uk/id/eprint/3049378