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Comparing flipped classroom and conventional live demonstration for teaching orthodontic wire-bending skill
May Nak Lau1, Yasmin Kamarudin1, Nor Nadia Zakaria1
1Department of Paediatric Dentistry & Orthodontics, Faculty of Dentistry, University of Malaya, Kuala Lumpur, Malaysia.
Plos One
|July 9, 2021
Summary
The flipped classroom teaching method is as effective as live demonstration for orthodontic wire-bending skills. Students found the flipped classroom environment more conducive to learning how to fabricate an Adams clasp.
Area of Science:
- Dental Education
- Orthodontics
Background:
- Traditional live demonstrations have limitations in teaching complex orthodontic wire-bending skills.
- The flipped classroom model offers a potential alternative to enhance skill transfer.
Purpose of the Study:
- To compare the effectiveness of flipped classroom versus live demonstration in teaching orthodontic wire-bending skills for Adams clasp fabrication.
- To evaluate student satisfaction with each teaching method.
Main Methods:
- Forty dental students were divided into live demonstration (LD) and flipped classroom (FC) groups.
- Participants fabricated an Adams clasp, assessed by blinded evaluators using a rubric.
- A crossover design was used, followed by student satisfaction questionnaires.
Main Results:
- No significant difference in the quality of fabricated Adams clasps between the LD and FC groups (mean scores 9.775 vs. 9.125).
- Students reported significantly higher satisfaction with classroom arrangements in the flipped classroom setting (p = 0.010).
Conclusions:
- Flipped classroom is an equally effective method as live demonstration for teaching orthodontic wire-bending skills.
- The flipped classroom model may offer a more conducive learning environment for students.
