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

Area of Science:

• Medical Education
• Dental Education
• Health Professions Education

Background:

• The effectiveness of flipped learning in clinical settings remains largely unexamined.
• This study addresses the gap by evaluating remote case-based learning for clinical treatment planning during the COVID-19 pandemic.

Purpose of the Study:

• To assess the effectiveness of remote, flipped, case-based learning for clinical treatment planning.
• To compare remote learning outcomes with traditional in-person clinical experiences.

Main Methods:

• Four cases with medical and dental charts were discussed using a flipped learning model with faculty.
• Students engaged in pre-session assignments and post-session surveys to evaluate the remote learning experience.
• Student performance metrics (case assessments, competencies) were compared pre- and post-lockdown.

Main Results:

• Students reported positive learning experiences (mean score 7.84/10).
• Statistically significant increases in passed attempts, competencies, and case assessments were observed post-lockdown compared to pre-lockdown and the previous year.
• Odd ratios (OR) indicated improved outcomes: 2.23 for attempts, 2.05 for competencies, and 2.73 for case assessments.

Conclusions:

• Remote flipped learning, while not a complete substitute for in-person experience, enhances clinical treatment planning education.
• The approach improved students' readiness and clinical performance through collaborative learning and case exposure.