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Related Experiment Video

Updated: Sep 23, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Students' perception on flipped classroom with formative assessment: A focus group study.

Siti Adibah Othman¹, Yasmin Kamarudin¹, Saritha Sivarajan¹

¹Department of Paediatric Dentistry and Orthodontics, Faculty of Dentistry, University of Malaya, Kuala Lumpur, Malaysia.

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe

|May 17, 2022

Summary

Students found the flipped classroom (FC) approach beneficial for learning orthodontic wire-bending skills. Combining FC with formative assessment enhanced their personalized learning experience and teaching efficiency.

Keywords:

flipped classroom focus group discussion formative assessment orthodontic wire bending personalised learning pre-recorded video

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Area of Science:

Dental Education
Orthodontics
Pedagogy

Background:

Traditional teaching methods for orthodontic wire-bending skills present challenges.
Integrating innovative pedagogical approaches is crucial for enhancing dental education.

Purpose of the Study:

To evaluate undergraduate dental students' perceptions of a flipped classroom (FC) model combined with formative assessment.
To explore the effectiveness of this combined approach in teaching orthodontic wire-bending skills.

Main Methods:

Third-year dental students utilized pre-recorded online videos for wire-bending instruction within an FC framework.
Formative assessment involved providing students with prior results and rubrics before each session.
Focus group discussions were conducted with high and low achieving students to gather qualitative data.

Main Results:

Students reported increased convenience, flexibility, and personalized learning through the FC model.
Online videos aided skill acquisition but lacked 3D visualization.
Students recommended standardized instructions and rubric access for improved learning.

Conclusions:

The combination of FC teaching and continuous formative assessment was positively perceived by students.
Personalized learning and constructive feedback are key components for enhancing dental skill acquisition.
Periodic individual feedback can further optimize the learning experience in orthodontic education.