Lau, May Nak and Sivarajan, Saritha and Kamarudin, Yasmin and Othman, Siti Adibah and Hassan, Wan Nurazreena Wan and Soh, Eunice Xinwei and Zakaria, Nor Nadia and Wey, Mang Chek and Bahar, Aufa Dahlia and Razi, Roziana Mohd and Tahir, Norhidayah Nor Zahidah Mohd and Naimie, Zahra (2022) Students' perception on flipped classroom in contrast to live demonstration for teaching orthodontic wire-bending skills: A focus group study. Journal of Dental Education, 86 (11). pp. 1477-1487. ISSN 0022-0337, DOI https://doi.org/10.1002/jdd.12954.
Full text not available from this repository.Abstract
Objective This study aimed to explore students' perceptions of flipped classroom (FC) compared to live demonstration (LD) in transferring skills of fabricating orthodontic wire components for orthodontic removable appliances. Methods Forty third-year undergraduate dental students were randomly assigned to two groups: FC (n = 20) and LD (n = 20). Students in group FC attended FC, while students in group LD attended LD. Both groups underwent a series of standardized teaching sessions to acquire skills in fabricating six types of orthodontic wire components. Eight students (four high achievers and four low achievers) from each group were randomly selected to attend separate focus group discussion (FGD) sessions. Students' perceptions on the strengths, weaknesses, and suggestions for improvement on each teaching method were explored. Audio and video recordings of FGD were transcribed and thematically analyzed using NVivo version 12 software. Results Promoting personalized learning, improvement in teaching efficacy, inaccuracy of three-dimensional demonstration from online video, and lack of standardization among instructors and video demonstration were among the themes identified. Similarly, lack of standardization among instructors was one of the themes identified for LD, in addition to other themes such as enabling immediate clarification and vantage point affected by seating arrangement and class size. Conclusions In conclusion, FC outperformed LD in fostering personalized learning and improving the efficacy of physical class time. LD was more advantageous than FC in allowing immediate question and answer. However, seating arrangement and class size affected LD in contrast to FC.
| Item Type: | Article |
|---|---|
| Funders: | UM Learning Improvement and Teaching Enhancement Research, Universiti Malaya RU013U-2019 |
| Uncontrolled Keywords: | Comparison; Flipped classroom; Live demonstration; Wire-bending |
| Subjects: | R Medicine > RK Dentistry |
| Divisions: | Faculty of Dentistry |
| Depositing User: | Ms. Juhaida Abd Rahim |
| Date Deposited: | 16 Oct 2023 01:35 |
| Last Modified: | 16 Oct 2023 01:43 |
| URI: | http://eprints.um.edu.my/id/eprint/40670 |
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