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Cross-year peer-assisted learning using the inverted ("flipped") classroom design: A pilot study in dentistry
Maximilian Quoß1, Stefan Rüttermann2, Susanne Gerhardt-Szep2
1Dermatologie und Allergologie, Kantonsspital Aarau, Aarau, Schweiz.
Summary
The inverted classroom model with cross-year peer-assisted learning (ICM-cyPAL) in restorative dentistry received positive student ratings. Further optimization of thematic content and resources is recommended for this blended learning approach.
Area of Science:
- Dental Education
- Restorative Dentistry
- Medical Pedagogy
Background:
- The inverted classroom model (ICM) blends online and in-person learning.
- Peer-assisted learning (PAL) within an ICM has not been documented in restorative dentistry.
Purpose of the Study:
- To develop and evaluate a novel ICM with a cross-year PAL format (ICM-cyPAL).
- To assess student acceptance, tutor effectiveness, and learning strategies in this educational model.
Main Methods:
- A pilot study was conducted at Goethe University's dental clinic.
- The ICM-cyPAL was implemented with three consecutive student cohorts.
- Data were collected via an evaluative instrument assessing acceptance, tutor effectiveness, and learning strategies.
Main Results:
- 121 students (98.3% response rate) participated, rating the offering 6.97/10.
- Tutor attention and interaction were rated as "just right" by students.
- Tutor effectiveness and group interaction models received moderate to good ratings (3.26-3.89/5).
Conclusions:
- The ICM-cyPAL in restorative dentistry was positively received by students.
- The program requires optimization in thematic content and robust organizational, financial, and staffing support.
- This blended learning approach shows promise for dental education.
