Student Preferences Impact Outcome of Flipped Classroom in Dental Education: Students Favoring Flipped Classroom Benefited More

Effectiveness of spaced repetition learning using a mobile flashcard application among dental students: A randomized controlled trial

BACKGROUND

Dental education in India predominantly relies on traditional lecture-based learning (LBL), which may hinder student engagement and learning outcomes. To address these limitations, innovative learning methodologies, such as spaced repetition learning (SRL), are imperative. SRL prioritizes active recall and can enhance long-term knowledge retention. This study aims to assess the effectiveness of SRL delivered through a mobile flashcard application, in enhancing knowledge retention among dental undergraduates.

METHODS

This single-blind randomized controlled trial (CTRI/2023/10/059347), conducted in Belagavi, India, involved 90 dental students who were equally distributed into control (LBL) and test (lecture followed by SRL demonstration) groups after randomization. Rigorous expert review ensured the quality of PowerPoint presentation and mobile flashcard contents. Knowledge assessments were conducted at baseline, first, and third months using a validated and reliable questionnaire. A perception survey on learning techniques was administered after the first month. Analysis methods included descriptive analysis, Pearson's chi-square test, independent t-test, and repeated measures ANOVA with Bonferroni's post hoc test.

RESULTS

The pre- and post-intervention knowledge showed no significant differences, but the SRL group exhibited significantly higher retention at both first month (p ≤ 0.001) and third months (p ≤ 0.001) than the LBL group. Repeated measures ANOVA revealed significant pairwise differences in mean knowledge scores in SRL group. Students had significantly favorable perception toward SRL than LBL group.

CONCLUSION

SRL delivered through mobile flashcards significantly enhances knowledge retention compared to LBL among dental students. Positive student perceptions support SRL's integration into dental curricula, with implications for improving knowledge retention among them.

Active learning in undergraduate classroom dental education- a scoping review

INTRODUCTION

Previous reviews on active learning in dental education have not comprehensibly summarized the research activity on this topic as they have largely focused on specific active learning strategies. This scoping review aimed to map the breadth and depth of the research activity on active learning strategies in undergraduate classroom dental education.

METHODS

The review was guided by Arksey & O'Malley's multi-step framework and followed the PRISMA Extension Scoping Reviews guidelines. MEDLINE, ERIC, EMBASE, and Scopus databases were searched from January 2005 to October 2022. Peer-reviewed, primary research articles published in English were selected. Reference lists of relevant studies were verified to improve the search. Two trained researchers independently screened titles, abstracts, and full-texts articles for eligibility and extracted the relevant data.

RESULTS

In total, 93 studies were included in the review. All studies performed outcome evaluations, including reaction evaluation alone (n = 32; 34.4%), learning evaluation alone (n = 19; 20.4%), and reaction and learning evaluations combined (n = 42; 45.1%). Most studies used quantitative approaches (n = 85; 91.3%), performed post-intervention evaluations (n = 70; 75.3%), and measured student satisfaction (n = 73; 78.5%) and knowledge acquisition (n = 61; 65.6%) using direct and indirect (self-report) measures. Only 4 studies (4.3%) reported faculty data in addition to student data. Flipped learning, group discussion, problem-based learning, and team-based learning were the active learning strategies most frequently evaluated (≥6 studies). Overall, most studies found that active learning improved satisfaction and knowledge acquisition and was superior to traditional lectures based on direct and indirect outcome measures.

CONCLUSION

Active learning has the potential to enhance student learning in undergraduate classroom dental education; however, robust process and outcome evaluation designs are needed to demonstrate its effectiveness in this educational context. Further research is warranted to evaluate the impact of active learning strategies on skill development and behavioral change in order to support the competency-based approach in dental education.

Quantitative Analysis of the Acceptance and Learning Success Instead of Flipped Classroom Teaching in a Caries Diagnosis Course for Undergraduate Students

This pilot study aimed to investigate the effectiveness of a flipped classroom for undergraduate students in dentistry. The main objective was to compare the knowledge level of students before and after lectures and practice. All second-year dental students (n = 44) at Witten/Herdecke University participated in this pilot study. They took four knowledge assessments, i.e., T0: the baseline, T2a: after the online lecture (two weeks after T0), T2b: immediately after the face-to-face session, and T3: after the practical session (three weeks after T2). The students’ satisfaction and self-assessment of their abilities were determined immediately after the practical session in an anonymous online questionnaire using LimeSurvey. To assess the level of knowledge, we used the Friedman and Wilcoxon-signed-rank tests with the Bonferroni correction to analyze the correct answer by comparing the results from different sessions. The students’ satisfaction and self-assessment of their abilities were determined descriptively, presenting the mean and standard deviation. A significance level of $p$  ≤ 0.05 was applied. Data from thirty-nine students regarding the level of knowledge were analyzed. There were statistically significant differences in the level of knowledge of the students at different times ( $p$  = 0.001). A total of 19.5% of students reported a problem with the flipped classroom method, and 80.5% reported no problem with this educational method. Ninety-four percent of students would like further flipped classrooms in dental education. Within the limitations of this pilot study, the results suggest that dental students benefit from the flipped classroom method and that this mode of education can be effective in introducing caries diagnosis education for undergraduate students.

Deep Learning Algorithm for Online College Physical Education Teaching with Flipping Classroom

In view of the inability to accurately analyze the application of deep learning in college physical education teaching design from the perspective of flipping classroom, this paper puts forward an improved deep learning method based on the integration of flipping classroom vision and deep learning, which can reduce the design ability of physical education teaching design in college physical education teaching design and improve the level of college physical education teaching design. Firstly, the initial data set is established by using the theory of flipping classroom horizon, so that the data meet the requirements of normal distribution and reduce the differences between teaching data; Then, the physical education teaching design is divided into different subdesigns by using the theory of flipping classroom horizon. Find the best design result in this domain in each subinstructional design; Finally, under the guidance of the theory of flipping classroom horizon, each subdesign realizes the optimal allocation of teaching resources. MATLAB simulation shows that under the conditions of initial design scheme and teaching resources setting, the improved deep learning method can improve the accuracy of physical education teaching design and shorten the convergence time of design, which is superior to the original deep learning method. Therefore, the deep learning method is used to analyze the instructional design of college physical education, which has a good design effect and is suitable for the instructional design of college physical education.

Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology

In order for students to be the protagonists of the teaching and learning process, teachers must change their role in the classroom. A successful alternative is the flipped classroom methodology, where educational technology is integrated into a reorganisation and optimisation of class time. Based on this alternative, this paper aims to analyse the perceptions of future teachers about the FC as an active methodology. A quantitative longitudinal panel design was carried out with pre-test and post-test measures, with a descriptive, inferential and predictive approach. The sample consisted of 284 prospective teachers from the University of Malaga (Spain), who were asked about their perceptions of the FC using an ad hoc questionnaire. The results reflect positive perceptions of the FC methodology on the part of the future teachers, with significant differences by gender in favour of men. The variables gender, re-watching videos, digital competence and autonomous learning were predictors of the participants’ perceptions. In conclusion, it is important to highlight the importance of implementing active methodologies such as the FC with future teachers that they can use when carrying out their work.