Can students develop clinical competency in treatment planning remotely through flipped collaborative case...

Effectiveness of flipped learning in clinical education is unknown. This study evaluates the effectiveness of remote case-based learning for teaching clinical treatment planning compared with traditional in-person clinical experience.

Four cases containing medical and dental charts were discussed through flipped learning with faculty panel during the COVID-19 lockdown. Prior to each session, students worked individually or in groups to complete assignments with leading questions. After the final assignment, students completed a survey to rate the learning experience from each case, compare the remote experience with the previous in-person clinical experience and provide suggestions to improve remote clinical instruction in the future. Students' performance measured by the number of case assessments and competencies completed post-lockdown was compared with pre-lockdown and the previous year using odd ratio (OR), Chi-squared test (χ2) and significant level p < .05.

A total of 106 students completed the course, and 99 students completed all survey questions. Students reported positive learning experiences (overall mean = 7.84, SD = 1.11). Post-lockdown, statistically significant increase in the proportions of total passed attempts (χ2 p = .002, OR = 2.23), competencies (χ2 p = .028, OR = 2.05) and case assessments (χ2 p = .004, OR = 2.73) was observed between the current class and the previous pre-COVID-19 class (108 students). Post-lockdown, students also passed significantly more attempts (χ2 p < .0001), competencies (χ2 p < .0001) and case assessments (χ2 p = .008) compared with pre-lockdown.

Although a flipped classroom does not replace in-person clinical experience, teaching clinical treatment planning remotely improved students' readiness and clinical performance through collaborative learning, practice and case exposure.