Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.784957
Title: Teaching orthodontic emergencies using the "flipped classroom" method of teaching : a mixed methods randomised controlled trial
Author: Isherwood, G. A.
ISNI:       0000 0004 7970 5010
Awarding Body: University of Liverpool
Current Institution: University of Liverpool
Date of Award: 2019
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
Introduction: The General Dental Council requires newly graduated dentists are competent when managing orthodontic emergencies. Undergraduate students typically receive limited exposure to clinical orthodontics, with the ideal management of these scenarios largely delivered through conventional lectures. The flipped classroom method of teaching involves knowledge being acquired in students' own time, with class time instead focussing on construction of meaning. Methods: 61 undergraduate dental students were randomised into either a flipped or conventional group. The conventional group (n=30) attended a lecture describing the management of six common emergencies. The flipped group (n=31) were given access to six videos via a virtual learning environment and later completed practical tasks related to the material. Both groups completed a SBA assessment. Perceptions of flipped classroom teaching were explored via focus groups. Results: For questions on orthodontic emergencies, the conventional group had a mean exam result of 70.5% (S.D. 8.0%) compared with the flipped group result of 72.8% (S.D. 12.9%). There was no significant difference between the groups (p=0.532). For regular orthodontic questions the conventional group had a mean exam result of 64.8% (S.D. 19.9%) compared with 78.3% (S.D. 21.7%). There was no significant difference between the groups (p=0.083). Thematic analysis identified the following themes: ways in which videos encourages more effective learning, improved engagement, awareness of learning needs and proposed teaching / curriculum changes. The overarching theme was facilitating an experiential learning cycle using flipped classroom teaching. Conclusions: The flipped classroom method of teaching resulted in comparable exam performance and improved levels of satisfaction.
Supervisor: Burnside, Girvan ; Taylor, Kathryn ; Flannigan, Norah Sponsor: Not available
Qualification Name: Thesis (D.D.Sc.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.784957  DOI:
Share: