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A novel extended flipped classroom model helps dental undergraduates grow into dentists
Ruikai Ba1, Xinran Feng2, Lixian Yuan2
1State Key Laboratory of Oral and Maxillofacial Reconstruction and Regeneration and National Clinical Research Center for Oral Diseases and Shaanxi Clinical Research Center for Oral Diseases, Department of Preventive Dentistry, School of Stomatology, The Fourth Military Medical University, Xi'an, 710032, China. baruikai880714@126.com.
Background:
The lack of the ability to flexibly and accurately apply theoretical knowledge learned in the classroom to clinical diagnosis and treatment has been one of the biggest barriers preventing dental undergraduates transition into competent dentists. The flipped classroom model and simulation training system supporting self-directed learning have been a significant shift in medical education. Literatures about these topics are abundant, however, there are few practical flipped-classroom models which could help dental undergraduates adapt to the status of dentists quickly. This study proposed a novel extended flipped classroom model (P-I-T-D-S Flipped Classroom Model) assisted by the simulation training system and verified its effectiveness.
Methods:
The scores of sophomores majored in the Fundamentals of Stomatology at Air Force Medical University participated in the novel extended flipped classroom model and those participated in the traditional lecture model are compared. Moreover, a total of 39 participants (2023 cohort) were stratified and randomly assigned into a pre-class group and a post-class group to explore better flipped classroom model. We descriptively analysed the quantitative data and thematically analysed the qualitative data.
Results:
The scores of the undergraduates enrolled in the P-I-T-D-S Flipped Classroom Model (2023) are significantly higher than those taught under the Traditional Lecture-Based Model (2022). Notably, the scores in the pre-class group raised significantly higher than those in the post-class group, which might be related to the active learning model. Additionally, the undergraduates in the P-I-T-D-S Flipped Classroom Model showed higher willingness to participate in and satisfaction of the class.
Conclusion:
The P-I-T-D-S flipped classroom medical education model, through active learning, can effectively stimulate the learning enthusiasm of dental students, thereby improving their learning efficiency of basic dental knowledge and clinical practice ability.
