The effect of live demonstration and flipped classroom with continuous formative assessment on dental students' orthodontic wire-bending performance

BACKGROUND

Wire-bending skills is commonly taught through live demonstrations (LD) though flipped classroom (FC) method has gained popularity. Continuous formative assessment promotes personalised learning via closely monitored progress, with the identification of students' strengths and weaknesses. This study aims to evaluate the effects of LD and FC teaching methods, supplemented with continuous formative assessment, on dental students' learning of wire-bending skills for six types of removable orthodontic appliance components. A deeper understanding of the relative effectiveness between LD and FC teaching methods can help identify the most appropriate method to achieve student learning objectives, which is especially important given the current Covid-19 pandemic.

METHODS

Forty third-year undergraduate dental students were randomly assigned into FC (n = 20) or LD (n = 20) cohort. Each student attended six teaching sessions, each to teach students' competency in fabricating one type of wire component, for a total competency in fabricating six wire components over the course of six teaching sessions. Either LD or FC teaching methods were used. After each session, wire assignments had to be submitted. Wire assignments were then evaluated using a blinded wire-bending assessment protocol. As part of their formative assessment, the assessment results were distributed to students, lecturers, and technicians before the next session. After the first session (T0) and at the end of all six sessions (T1), students completed a self-reported questionnaire.

RESULTS

The mean wire-bending scores for FC were significantly higher than LD for two of the six assignments, namely the Adams clasp (p < 0.01) and Z-spring (p = 0.03). Scores for both LD and FC increased significantly over time, which may be attributed to formative assessment. There was no statistically significant correlation between wire-bending scores and video usage. Students were satisfied with both teaching methods, according to T0 and T1 questionnaires.

CONCLUSIONS

Both LD and FC are equally effective in transferring practical orthodontic wire-bending skills and well-received by students. Continuous formative assessment may have enhanced students' learning of orthodontic wire-bending skills. Further studies with control group are recommended to investigate the effect of formative assessment on teaching practical dental skills.

How to Develop Entrepreneurial Talent More Effectively? A Comparison of Different Entrepreneurship Educational Methods

Recently, scholars have begun to shift focus toward the effectiveness of different teaching methods for entrepreneurship education. However, the establishment of a unified and clear standard for the division of entrepreneurship educational methods remains unfulfilled, affecting the accuracy of research conclusions. In the present study, for the first time, the aim was to divide the entrepreneurship educational method into the classroom teaching method (CTM) and the extracurricular activity method (EAM) from the perspective of competency level training. On the basis of the modified planning behavior theory, the influence of entrepreneurship education on entrepreneurial intention (EI) was explored. In the present study, 514 college students of 14 universities in China were surveyed. The results reveal that the CTM and EAM had a direct positive bearing on EI, with indirect impact exerted by attitude toward entrepreneurship (ATE) and perceived behavioral control (PBC). Although the direct effects of the two teaching methods were similar, EAM could effectively improve ATE and PBC, thereby resulting in a positive effect on EI to a greater extent. Further observations were made that the participation of research University students in CTM was significantly lower than that of applied University students, leading to lower EI. Additionally, higher EI could be attributed to the more active participation in EAM of male students than female students, while no significant difference was indicated between different majors in EI. The results are of significant reference value for promoting the reform of entrepreneurship education and improving the quality of entrepreneurship education in colleges and universities.

Learning Basketball Using Direct Instruction and Tactical Game Approach Methodologies

This study was to analyze and compare the learning acquired by the students in the sport of basketball in two different methodologies. The sample was composed of 40 students divided into two groups. The intervention programs had previously been validated. A descriptive analysis of the learning indicators, a t-test for independent samples to identify the differences between the methods, and a t-test for related samples to analyze the differences in each group were performed. There are differences between the performance profiles of students in the Direct Instruction in Basketball program and those in the Tactical Game in Basketball program in nine variables. Significant differences are found in the situations of dribbling, shooting, passing and movement, spacing, off-ball defense, and help and in the performance indicator for decision making, execution, and total, which are favorable to the Tactical Game in Basketball program. The students of the Direct Instruction in Basketball program only improved in three variables after the program, while the Tactical Game in Basketball students improved in thirteen variables. It is recommended that the teachers at the schools use the Tactical Game in Basketball methodology for their basketball teaching lessons, because student learning is better than in the Direct Instruction in Basketball program.

Application of microlecture teaching methods in standardized residency training during COVID-19 in Wuhan: a randomized, controlled study

BACKGROUND

Providing high-quality training to residency students during the coronavirus 2019 (COVID-19) pandemic has been a goal of our institution. Since 2108, we began to take microlectures to students teaching. Microlectures are online presentations, and the microlecture teaching method has many advantages, such as a short teaching time, situational resource composition, diverse communication, strong pertinence and can attend microlectures from home. The aim of the present study was to evaluate the advantages of the microlecture teaching method on students in standardized residency training.

METHODS

Students from our department were randomly divided into the traditional teaching group (control group) and the microlecture teaching group (observation group). The teaching duration for both groups was 3 months. All students were assessed on basic knowledge of the neurology before enrollment. After the teaching session, the students were assessed on teaching effect, theoretical operation, and clinical practice satisfaction. The students also evaluated the teachers, and the teachers evaluated the students.

RESULTS

A total of 84 students participated in the study and were divided equally into the observation group (42 students) and the control group (42 students). The results showed that the rate of reaching the standard of teaching effect, achievement of theory and operation, satisfaction with clinical practice, the student's grades by teachers, and student satisfaction with teachers were significantly higher in the observation group than in the control group (all P<0.05).

CONCLUSIONS

The microlecture teaching method can effectively improve the clinical teaching effect for neurology students and should be adopted in clinical teaching, especially during the COVID-19 pandemic.

Not yet a dinosaur: the chalk talk

This article discusses the chalk talk's potential as an active learning method. Although chalk talks are a form of interactive lecture, they have received little attention in the medical education literature compared with other active learning methods such as team-based learning and simulation. One of the authors (C. K. L. Phoon) has used chalk talks to teach congenital heart defects to first- and third-year NYU medical students for many years. His chalk talks have consistently earned among the highest teaching scores, and students have noted their strengths of being more interesting, clear, and tangible than didactic lectures. Using the teacher and student perspectives, we examine the chalk talk's strengths and weaknesses compared with common passive and active learning methods. Chalk talks create a real-time, shared space that facilitates the active learning goals of helping students build, test, and revise mental models (conceptual frameworks). The limited amount of information that can be presented and the ability to solicit and arrange students' ideas on the board lead to the cocreation of valuable conceptual frameworks. Chalk talks require less restructuring of teaching sessions than other active learning methods and are best suited to topics that hinge on understanding of concepts. We advocate for the chalk talk to be reexamined as a promising educational tool given its strengths and the successes that other active learning methods have shown. Furthermore, we provide guidance to help educators deliver chalk talks and discuss future studies that would advance understanding of this powerful teaching tool.

[Practical experience of virtual acupuncture and moxibustion teaching system in the operation teaching course of Acupuncture Sciences]

Started from the needs of clinical teaching and practice of acupuncture and moxibustion, based on the acupuncture Tongren education and assessment model, the virtual acupuncture teaching system was developed with the help of virtual reality (VR) technology, and applied to the course teaching of meridian and acupoint and needling and moxibustion method of Acupuncture Sciences. Compared with conventional teaching, this system can effectively improve practical operation test scores of students, meanwhile, it has higher interest, interactivity and helpfulness for knowledge learning, and improve independent learning ability, learning effect and memory depth, so student's satisfaction is higher.

Validation of an instructional module to help dental students learn to avoid plagiarism

OBJECTIVE

This study aimed to validate the learning effectiveness of an instructional module in helping first-year dental students and international graduate advanced standing students learn to avoid plagiarism in their scientific writing.

METHOD

The module was administered to a total of 226 first year dental students (157 at the University of Pittsburgh, in 2018 and 2019; 69 at the University of Illinois at Chicago, in 2019), and a total of 102 international graduate advanced standing students at the University of Illinois at Chicago, in 2019 and 2020. Psychometric analysis of the module's test items confirmed reliability and validity.

RESULTS

An independent sample t-test performed on the module pretest scores determined that the first -year dental students entered their programs with more knowledge about plagiarism than the international graduate advanced standing students. Mean differences were calculated between pretest and posttest scores for each group and indicated that the module was equally effective at helping both groups learn to avoid plagiarism. An independent sample t-test compared the posttest mean scores of the 2 groups and determined that the first -year students achieved a greater learning outcome from the module. An independent sample t-test for Equality of Means with Levene's Test for Equality of Variances were performed to compare the mean differences between posttest and pretest scores for the 2 groups. These tests indicated that the 2 groups learned to avoid plagiarism at the same rate.

CONCLUSIONS

The instructional module proved to be valid, reliable, effective, and time-efficient in improving student knowledge about avoiding plagiarism.

The effectiveness of different teaching methods on medical or nursing students: Protocol for a systematic review and network meta-analysis

BACKGROUND

One of the major challenges in nursing and medical education is to foster the critical thinking ability and autonomous learning ability for students. But the effect of different teaching methods on these abilities of nursing or medical students has not been conclusive, and few studies have directly compared the differences in the effects of different teaching methods. As a result, it is necessary for students to evaluate the impact of different teaching methods on critical thinking ability and autonomous learning ability.

METHODS

A systematic search will be performed using Chinese National Knowledge Infrastructure, Wanfang Data (Chinese database), VIP Information (Chinese database), Chinese Biomedical Literature, and English language databases, including PubMed and Embase, Web of Science, CINAHL Complete (EBSCO0, Cochrane library to identify relevant studies from inception to July 10, 2020. We will include random controlled trials that evaluated the different teaching methods. The Quality Assessment of Diagnostic Accuracy Studies 2 quality assessment tool will be used to assess the risk of bias in each study. Standard pairwise meta-analysis and network meta-analysis will be performed using STATA V.12.0, MetaDiSc 1.40, and R 3.4.1 software to compare the diagnostic efficacy of different hormonal biomarkers.

RESULTS

The results of this study will be published in a peer-reviewed journal.

CONCLUSION

This study will summarize the direct and indirect evidence to determine the effectiveness of different teaching methods for medical or nursing students and attempt to find the most effective teaching method.

ETHICS AND DISSEMINATION

Ethics approval and patient consent are not required, because this study is a meta-analysis based on published studies.

INPLASY REGISTRATION NUMBER

INPLASY202070017.

Effects of Student Interests on Engagement and Performance in Biomechanics

There is a need for pedagogical techniques that increase student engagement among underrepresented groups in engineering. Relating engineering content to student interests, particularly through biomechanics applications, shows promise toward engaging a diverse group of students. This study investigates the effects of student interests on engagement and performance in 10th grade students enrolled in a summer program for students underrepresented in the science, technology, engineering, and mathematics fields. The authors assessed the effects of interest-tailored lectures on student engagement and performance in a 5-week program with bioengineering workshops, focusing on the delivery of biomechanics content. A total of 31 students received interest-tailored lectures (intervention) and 23 students received only generic lectures (control) in biomechanics. In addition, the authors assessed the effects of teaching method (lecture, classroom activities, and laboratory tours) on student engagement. The authors found interest-tailored lectures to significantly increase student engagement in lecture compared with generic lectures. Students that received interest-tailored lectures had an insignificant, but meaningful 5% increase in student performance. Students rated laboratory tours higher in engagement than other teaching methods. This study provides detailed examples that can directly assist student teaching and outreach in biomechanics. Furthermore, the pedagogical techniques in this study can be used to increase engagement of underrepresented students in engineering.

Dental and physical therapy faculty collaborate in assessing and educating dental students on musculoskeletal disorders

INTRODUCTION

Research shows 54% to 93% of practicing dentists suffer from musculoskeletal disorders (MSDs), with many developing afflictions early in their careers. Studies also show that dental students are developing MSDs early in their professional education.

OBJECTIVE

The research goal was to quantify the prevalence, anatomical location and initial onset of MSDs among first-year dental students. The study also assessed the students' self-reported opinion as to whether there were enough educational touchpoints to improve their ergonomics in daily activities.

METHODS

At the conclusion of a 9-month preclinical restorative course, that included 2 lectures on MSDs, ergonomics, and postural cueing sessions, a dental and physical therapy faculty member administered a survey to 143 first-year dental students. This survey included questions about the history and presentation of the students' MSD symptoms and their opinion on the relative value of the educational interventions.

RESULTS

There was a 96.5% response rate to the survey with 87.8% of students reporting mild to moderate pain. The cervical spine (41.7%) and hands (42.4%) were the most common areas afflicted. 55.4% reported pain commencing 1 month after starting in the simulation clinic. Over 60.9% of students "agreed" or "somewhat agreed" that the 2 sessions of hands-on ergonomic educational interventions resulted in improved biomechanics and students requested additional educational resources.

CONCLUSION

Dental students are developing MSDs as soon as 1 month after commencing dental school. Dental education should include ongoing ergonomic training throughout the curriculum to help students prevent MSDs.

[Review and thinking of fifth national clinical skill competition of acupuncture-moxibustion and tuina]

Through the review and summary of the 5th national clinical skill competition of acupuncture-moxibustion and tuina, it is recognized that the strict security of training, the concentrated training items, active competition of training and the diversity of training patterns are the keys of achievement. Besides, the suggestions are proposed in terms of tuina manipulations and the recitation content of classic in competition. It hopes that the competition greatly play its role in promoting learning, teaching and education construction.

Endotracheal intubation training to medical practitioners: Comparison of the modified 4-step Payton's training method and Halsted's training method in a simulated environment

INTRODUCTION

The ability of physicians to perform endotracheal intubation by laryngoscope is one of the essential skills. The purpose of this study was to evaluate the effectiveness of the four-step python training method with the Halsted's "See one, Do one, and Teach one" training method in endotracheal intubation competency in simulated environment.

MATERIALS AND METHODS

This quasi-experimental study was performed on two independent groups with posttest. The statistical society consisted of eighth-semester medical students referred to the emergency medicine unit. The experimental group received a modified four-step python's training method that modified for small groups, and the control group received the Halsted's "See one, Do one, and Teach one" training method. Researcher-made checklist used to rate participant competency as posttest. Data were analyzed using SPSS 19 software.

RESULTS

Sixty-seven students volunteered for the experimental group and 57 students for the control group. In posttest, the experimental group more competent than the control group significantly (P < 0.001). Furthermore, the training course satisfaction of the experimental group was significantly higher than the control group (P < 0.001).

DISCUSSION AND CONCLUSION

Modified python training method for small groups has shown a better effect on student performance. This finding is consistent with previous researches. Modified four-step python's training for small group with an emphasis on peer to peer teaching and receiving feedback from peer can be related to the effectiveness of this training. Further research is recommended in other clinical education settings.

Comparison of students' perception of problem-based learning and traditional teaching method in a Nigerian dental school

OBJECTIVES

To evaluate the perceptions of dental students on problem-based learning, PBL, in comparison with the traditional lecture (TL) method.

METHODS

This comparative study was conducted amongst 72 dental undergraduates. PBL was introduced to the students before the commencement of course. PBL method was used by the student to learn about cariology, whilst other lecture topics were taught by the TL. Students were not informed at the beginning of the course about end of course assessment of learning and teaching methods to limit their bias. The study was approved by the institution's ethics committee, and informed consent was obtained from participants at the end of the course to recruit them into the study. The students worked in small groups to solve tasks on clinical case scenarios. Four class sessions were held for presentations and discussions. The students' perceptions concerning the two teaching methods were sought by the use of an anonymously completed questionnaire. Six perceived factors that influenced the teaching and learning process were extracted from the twenty-two-perception-item questionnaire using factor analysis. Paired sample t test was used for comparison of means.

RESULTS

The highest mean scores for all six perceived factors were observed in the PBL method. There were statistically significant differences (P < .05) between PBL and TL teaching methods for all the perceived factors; ("Challenge critical thinking," "Communication with peers," "Usefulness as pedagogical method," "Organization" and "Interaction between students and tutors") except for the perceived factor "Adequacy of teaching." The mean for most of the perception items was highest in the PBL method compared to TL. The perception item "Able to provide intellectual stimulation" had the highest mean score (4.21 ± 0.76) for the PBL method, whilst it was "Laboratory exercise" (4.14 ± 0.68) for TL.

CONCLUSIONS

Students' perception of the two educational methods investigated showed a preference for the PBL method. The students felt that PBL provided a higher ability for intellectual stimulation.

The Effect of Live-Video Demonstration on Dental Students' Orthodontic Bending Performance

The aims of this study were to evaluate the effects of a live-video teaching tool on the performance of dental students in bending an orthodontic vestibular arch and to assess the students' perceptions of the technology. All 135 fourth-year dental students in the 2018 academic year at Hacettepe Dental School, Ankara, Turkey, were invited to participate in the study; after exclusions, the remaining 116 were randomly divided into two demonstration cohorts. These students had no prior experience bending an orthodontic wire. Cohort 1 (control, N=58) was shown a conventional live demonstration of the orthodontic bending of a vestibular arch, and Cohort 2 (experimental, N=58) was shown a live-video demonstration of the same procedure. Both cohorts saw the demonstration before beginning the exercise and were evaluated afterwards on their performance of the procedure. In addition, the students' perceptions of the demonstration techniques were collected with a questionnaire. The results did not show any significant differences in the students' bending scores between the control and experimental cohorts (p=0.767). The median values on the questionnaire indicated almost no statistically significant difference in responses between the cohorts. The only significant difference was that Cohort 1 had a higher percentage who answered "yes" they would like to rewatch the demonstration than did Cohort 2 (p=0.024). In this study, the live-video technique was found to be as effective as a conventional live demonstration for orthodontic practical education, suggesting that either technique could be used as an appropriate method for training in orthodontic wire bending.

Peer-Assisted Learning in Dental Students' Patient Case Evaluations: An Assessment of Reciprocal Learning

Little research exists on reciprocal learning, a type of peer-assisted learning in which students act concurrently as both teacher and learner in small groups. The aims of this pilot study were to assess the feasibility of using case-based reciprocal learning with dental students and to assess its impact on students' satisfaction and perceived clinical reasoning, educational value, and use of evidence-based dentistry. In this quasi-experimental mixed methods study conducted in 2018, small-group sessions led by a third-year dental student were designed to expose second-year students to clinical portfolios prior to clinical rotations, promote evidence-based dentistry, and improve students' clinical critical thinking skills by having them work in small groups to teach and learn from each other. After the intervention, all 76 students in the sessions were invited to complete a survey with 11 Likert-scale items and six open-response questions assessing their engagement in learning, perceived educational value, and perceived quality of facilitation associated with reciprocal learning. Sixty-five students completed the surveys for a response rate of 86%. Among the survey respondents, 87.7% agreed/strongly agreed that the small groups facilitated enhanced learning, and 66.2% agreed/strongly agreed that they learned the material better because they had to teach it to their peers. Also, 74.6% agreed/strongly agreed that their clinical critical thinking improved, and 92.3% agreed/strongly agreed that they felt better prepared to complete a patient portfolio once they reach clinic. This study found that reciprocal learning had favorable outcomes in terms of students' perceptions of learning. The students reported that the small groups enhanced their learning, improved their comfort in asking questions in small groups, and exposed them to a variety of clinical situations.

A Tale of Two Teaching Methods: Students' Clinical Perspectives on Administering Dental Local Anesthetics

Various preclinical methodologies have been adopted by dental and oral health programs to develop student competence in administering dental local anesthetics (LA). Student-to-student practice is the most common preclinical training method. However, manikin simulation models have been introduced to avoid possible complications and ethical concerns with student-to-student injections. In 2017, the methodology was changed in the Bachelor of Oral Health program at The University of Sydney School of Dentistry in Australia from student-to-student practice to manikin simulation models. The aim of this study was to compare the students' learning experience, perceived confidence, and anxiety in giving their first injections to patients in these two preclinical training methods. A mixed-methods cohort design was used to compare the 2016 (n = 42) and 2017 (n = 32) oral health students' experiences and perceptions and evaluate students' clinical experience after commencing LA practice on patients. Students completed a questionnaire about their perceived level of confidence and anxiety before and after their first LA to a child and an adult for both infiltration and inferior alveolar nerve b lock (IANB) injections. Focus groups were conducted to further investigate the students' experience. The results showed that the perceived confidence and anxiety of the two cohorts did not differ significantly from each other. Although students found it difficult to transition into clinical practice without having experienced LA themselves, the manikin simulation practice provided a safe learning platform that avoided ethical and legal concerns. These findings support the use of manikin simulation models as an alte rnative method for dental local anesthetic preclinical training.

Reflective Journaling by Second-Year Dental Students During a Clinical Rotation

Reflection involves taking the time to deeply consider a past situation and examine areas of weakness or confusion. It allows identification of learning needs and the development of an action plan to improve future experiences. The aim of this study was to assess second-year dental students' ability to reflect in writing on a clinical rotation when prompted with a guided reflection template. The 76 second-year dental students enrolled in a periodontics clinical rotation course at one U.S. dental school in 2016-17 completed two reflective writing exercises during the semester. A total of 144 journals (after excluding incomplete journals) were analyzed individually by two evaluators following a rubric developed by Kember. This rubric combined Mezirow's seven levels of reflection into four categories: Habitual Action (HA), Understanding (U), Reflection (R), and Critical Reflection (CR). The first two categories are examples of non-reflective thoughts, and the latter two are reflective. The two sets of journals were also compared. On average, the journals contained 0.2% HA, 15.9% U, 73.8% R, and 10.1% CR, averaging 16.1% non-reflective thoughts and 83.9% reflective thoughts. Comparison of the students' first journal submissions to their second showed that the first journals averaged a higher percentage of reflective thought than the second journals: 85.2% vs. 82.7%, respectively. However, the first journals showed a lower average percentage of critical reflection than the second journals: 9.3% vs. 11.3%, respectively. Overall, a high degree of reflection was found in these students' journals after rotation in periodontics clinic, suggesting that reflective journaling can serve as a useful learning exercise to promote continual improvement during clinical training.

Impact of Blended Learning on Dental Students' Performance and Satisfaction in Clinical Education

The aim of this study was to evaluate the effectiveness of a blended learning model with a flipped classroom approach in a clinical dental education setting based on student performance and perceptions. Comparisons were made between blended learning and traditional methods for all fourth-year dental students in two consecutive cohorts in a conservative dentistry course at a dental school in Jordan. The 2016-17 cohort (control group) consisted of 364 students taught with conventional methods. The 2017-18 cohort (study group) consisted of 253 students taught with blended learning using a flipped classroom method. Performance measures were two exams (online and written), two assignments, inclinic quizzes, and clinical assessment. The study also assessed the number of posts made by students in the study group on an online discussion forum. The results showed that the study group students had significantly better performance on all assessments than the control group students. The students' overall grades in the blended learning cohort were an average 7.25 points higher than in the control cohort. Students who participated in the online forum also had better performance in the course: one participation correlated with 0.697 standard deviations higher score. Overall, students' perceptions were positive and supported the adoption of a blended learning model in the course. These results showing improved student performance provide support for blended learning and use of an online discussion forum.

[Exploration of new teaching mode of Science of Meridians and Acupoints based on three-dimensional practice platform]

The new teaching mode of Science of Meridians and Acupoints based on the practice platform was explored so as to promote the mutual benefits for both teaching and learning. As the basic course of acupuncture-moxibustion and tuina specialty, Science of Meridians and Acupoints is the core theoretical and practical course. Through the establishment of on-campus practice platforms, e.g. the Technique Association of Acupuncture-Moxibustion and Tuina, physical therapy room of acupuncture-moxibustion and tuina and the practical platform for promoting outside-campus medical service, in accordance with the teaching mode of "theory → practice → re-theory → re-practice", the class teaching of theory and the skill training were optimized, the three-dimensional practice platforms for teaching Science of Meridians and Acupoints was constructed, meaning "class teaching → on-campus practice → social service". This teaching mode motivates the enthusiasm of teaching and learning, improves the teaching quality of Science of Meridians and Acupoints, enhances the professional theoretical level as well as the clinical practice ability. Such teaching mode plays a positive role in the cultivation of talents of acupuncture-moxibustion and tuina.

[Exploration and practice of micro-video teaching of Characteristic Clinical Technology of Acupuncture and Moxibustion]

In this paper, the micro-video teaching mode was explored in the course construction of Characteristic Clinical Technology of Acupuncture and Moxibustion. The micro-video teaching contents include the academic thought, experience in diagnosis and treatment, characteristic technology and clinical manipulation of famous acupuncture experts in the Henan University of CM. Each micro-video film is designed within 15-18 min, including three sections of knowledge, i.e. basic theory, technological application and clinical manipulation. Each section is designed within 5-6 min. The construction of the teaching course of Characteristic Clinical Technology of Acupuncture and Moxibustion is the innovation of practice mode of TCM and the new approach to the inheritance of the experience of experts. The construction of micro-video teaching course propels the reform of teaching mode, improves the learning initiative of students and clinical manipulative ability so as to improve the teaching effect and quality.

The Effectiveness of Flipped Classroom in Health Professions Education in China: A Systematic Review

BACKGROUND

Flipped classroom has received much attention during the last few years in China, but inconsistent conclusions are made about the effectiveness this approach in health professions education. This review examined the findings of controlled studies published in Chinese in order to summarize the effects of the flipped classroom methodology. These studies focused specifically on undergraduate level of health professions students.

METHODS

A literature search was conducted using China National Knowledge Infrastructure (CNKI) and Wanfang Data Knowledge Service Platform in June 2019. No date restrictions were used. Peer-reviewed papers were reviewed and experimental studies were included if the study compared student outcomes using flipped classroom method versus traditional lectures. The revised version of the Kirkpatrick's model was applied to evaluate the effectiveness of the flipped classroom approach.

RESULTS

In total, 934 articles were obtained. Among them, 235 articles were full text reviewed and 59 met the inclusion criteria. Most of the student agreed that flipped classroom strategy was very helpful improving their self-learning ability, problem solving ability, teamwork, and communication skills, but reported increased workload and less-efficiency compared with traditional lectures. However, the majority of studies (n = 52) showed positive findings of the flipped classroom on changes in knowledge and skills, and 3 in negative. Among these 59 studies, there was little evidence of changes in behavior, organizational practice and patient outcome.

CONCLUSIONS

Better design with reduced content should be considered for instructors to promote learning effectiveness. Long-term effects of flipped classroom should be considered in future studies.

[Application of the interaction teaching mode integrated with virtual anatomy platform in teaching Meridian and Acupoints]

OBJECTIVE

To observe the effect of the interaction teaching mode integrated with Visible Body virtual anatomy platform in teaching Meridian and Acupoints.

METHODS

A total of 60 students in the class of 2017 in the discipline of acupuncture-moxibustion and tuina, Xiangnan University were recruited and randomized into an observation group and a control group, 30 students in each one. In the control group, the traditional practical teaching mode was used. In the observation group, the interaction teaching mode integrated with virtual anatomy platform was adopted. The teaching duration was 10 class hours in both groups. After accomplishing the teaching schedule, the practical examination was conducted in the localization of commonly-used acupoints, very useful acupoints and the dangerous acupoints as well as acupuncture manipulation techniques. Moreover, the degree of satisfaction was investigated among the students in the two groups and the self-learning ability was evaluated in 3-month follow-up visit.

RESULTS

In the observation group, the scores for the localization and acupuncture manipulation of commonly-used acupoints, very useful acupoints and the dangerous acupoints, as well as the degree of satisfaction of the 3 items, i.e. interesting, interaction and leaning-assistance were all higher than those in the control group (P<0.05). The degree of satisfaction in the acceptance and leaning-participation, as well as the scores of self-learning ability in 3-month follow-up visit were not different statistically between the two groups (P>0.05).

CONCLUSION

The interaction teaching mode integrated with virtual anatomy platform improves the effect on teaching Meridian and Acupoints and achieves the high student satisfaction.

Effectiveness of Collaborative Versus Traditional Teaching Methods in a Teaching Hospital in Gujarat

Background

Collaborative learning (CL) strategies are grossly underused in medical education. The present study aims to compare the effectiveness of students' preferences for collaborative and traditional learning (TL) strategies.

Objectives

The objective of the study is to compare the effectiveness and students' preference for CL and TL methodology for small groups learning's in community medicine.

Methodology

This was a crossed over experimental study design with students being taught two separate topics using collaborative and TL methods. Pre- and Post-test scores and students' reflections were recorded.

Results

The mean pretest scores of participants were comparable and posttest scores for collaborative method were significantly higher. The effect size for control group was 0.26 and for intervention group was 0.49.

Conclusion

Collaborative method was highly effective in improving the performance of participants. Participants' expressed their preference toward collaborative methods over traditional methods of teaching.

Creating an Efficient Learning Model: Students' Perceptions and Outcomes of an Active Learning Fixed Prosthodontics Course

With the extensive amount of learning required in dental schools, educators are constantly seeking more efficient learning models. The aim of this retrospective study was to evaluate a fixed prosthodontics course after its curriculum transitioned from a traditional lecture format to an active learning structure over the course of five years. In this retrospective, mono-centered study completed in 2018 at a U.S. dental school, data from the school's fixed prosthodontics course exams, National Board Dental Examination Part II (NBDE II), and the operative portion of the Western Regional Examining Board (WREB) licensure exam were collected for 381 students from the inaugural Class of 2015 to the Class of 2019. Data were evaluated for two groups based on method of instruction: the Classes of 2015 and 2016 were taught in a traditional model, and the Classes of 2017-19 were taught in the modified learning model. The data showed a 30% reduction in time students spent in the classroom and simulation clinic as compared to the previous model. The modified learning model reduced time spent in lecture, length of the course, and number of projects needed, while student performance remained consistent. Students in the active learning classes were able to pass all assessments including practical examinations at the same rate as previous classes using traditional learning methods. Students' performance on standardized national exams (NBDE II and WREB licensure exams) remained consistent among the graduating classes, and scores were comparable to the national average. Although limited in scope, this study suggests that it is possible to reduce contact time in fixed prosthodontics and maintain performance by increasing student engagement through active learning techniques.

[Teaching exploration and practice of research experiment of experimental curriculum in Principle and Application of Acupuncture-Moxibustion Equipment]

In order to improve students' ability of performing investigative study, promote practical teaching, optimize teaching philosophy and methods, we integrated the subject frontier dynamics and development achievements and knowledge into teaching content, the teaching exploration and practice of research experiment of experimental curriculum in Principle and Application of Acupuncture-Moxibustion Equipment was performed. The experimental curriculum was used as starting point. Before experimental teaching, the learning of knowledge was completed by theoretical study and key self-study points. During experimental teaching, experimental report and analysis report were completed by group collaboration. After experimental teaching, the research experiment was reported, analyzed and summarized by group discussion and presentation. With innovate, flexible and diverse teaching forms to guide the students to experience the process of "asking questions→conducting experiment→observation→recording→analysis→conclusion→verification of assumptions-discussion→reports", the ability of independent thinking and active investigation was improved; teaching level and teaching effectiveness were promoted.