scholarly journals Comparison of Flipped classroom to traditional classroom lecture in Pharmacology among second year Dental Students

2021 ◽  
Vol 9 (1) ◽  
pp. 31-36
Author(s):  
Vibha Rani
Keyword(s):  
Antiepileptic Drugs ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Learning Experience ◽  
Dental Students ◽  
Traditional Classroom ◽  
Group A ◽  
Second Year ◽  
Power Point ◽  
Group B

Flipped classroom is a teaching method where the students are involved in pre class preparations like watching related videos of lectures, reading relevant books and class time is utilized for clarifying doubts, discussion, class activity and problem solving Objectives: To compare traditional classroom lecture with Flipped classroom and to study the effectiveness and acceptability of the Flipped classroom approach in teaching Pharmacology. Methods: Second year dental students were divided into two groups-A and B of 37 each. Group A students, were given videos and voice over power point through Google group and What’s app group on Antiepileptic drugs and after two weeks they were exposed to Flipped class using think pair and share class activity while group B students were given traditional lecture class on antiepileptic drugs. Both groups knowledge was compared using a post test questionnaire and group A students perception on flipped class was assessed using a three point Likert’s questionnaire. Mean score between the two groups was compared using Man Whitney U test and p < 0.005 was considered as statistically significant. Results: 86% students preferred flipped class over conventional class and 95% liked think pair and share activity as it guided them in deeper understanding of the subject. Mean score was better among students involved in flipped class when compared to lecture class. Conclusion: Dental students had a good learning experience with the Flipped classroom method as it allowed them to learn at their pace and also guided them to apply learned information accurately

scholarly journals It is not enough to flip your classroom. A case study in the course of Pavements in Civil Engineering

2019 ◽  
Vol 39 (3) ◽  
pp. 62-69
Author(s):  
Yasmany García-Ramírez
Keyword(s):  
Flipped Classroom ◽  
Civil Engineering ◽  
Learning Experience ◽  
University Teaching ◽  
Traditional Model ◽  
Group A ◽  
The Subject ◽  
Group B ◽  
The University

The flipped classroom, as an active learning model, has given remarkable results in several areas in the university teaching; however, its execution is still able to improve. This research shows the implementation and improvement of the flipped classroom model in the course of Pavements. It evaluates their influence on the students’ final grades and their learning experience. Three groups of students participated in this study, who enrolled in the course of Pavements in the Civil Engineering. Group A took the course with the traditional model, while Group B took it with a flipped classroom, and Group C experienced it with a reinforced flipped model. Groups did the course the subject in 2017, 2018 and 2019, respectively. Results show that even though with the flipped classroom models, the finals grades did not increase compared to the scores of the traditional model; however, it improved their learning experience. The students were more satisfied with the method; they even asked for fewer modifications than they did in the traditional model. This research shows that adding little academic things to the course, it would greatly influence their students' opinion.

scholarly journals IMPACT OF TECHNOLOGY ENHANCED(VIDEO-ASSISTED) TEACHING AS A TEACHING-LEARNING TOOL FOR MBBS FINAL II STUDENTS

2020 ◽  
pp. 41-43
Author(s):  
Gurdit Singh Randhawa ◽  
Navneet singh Randhawa
Keyword(s):  
Teaching Method ◽  
Video Assisted ◽  
Feedback Questionnaire ◽  
Group A ◽  
Power Point Presentation ◽  
Power Point ◽  
Group B ◽  
Teaching Learning ◽  
Impact Of Technology ◽  
The Impact

Introduction: Traditional TL methods like writing on blackboard and now powerpoint presentations are increasingly becoming old fashioned, less interesting for technology savvy present generation of students. More advanced and attention seeking methods of teaching are expected by students in tandem with their excursions with technology. Here a comparative study of video-assisted teaching v/s power point presentation compared as students’ feedback after exposing them to both methods alternately.Aim and Objectives: To find out the impact of video assisted teaching against power point teaching.Methodology: The study was carried out with the M.B.B.S. Final II year students in the Department of Surgery, Punjab Institute of Medical Sciences, Jalandhar. After taking IEC clearance, students were sensitized. A total of 122 final MBBS II Students were enrolled in study. They were divided into two groups; group A and group B. They were exposed to both methods of teaching (Method 1: video assisted learning and Method 2:power point presentation) individually in two sessions. During 2nd session, cross over was done. Feedback questionnaire was distributed after a 15 minutes session every time. The feedback reports were selected from each group and data analysed.Observations: Students who were subjected to video assisted teaching voted overwhelmingly in favour of it while those who were demonstrated the procedure through power points gave a lukewarm response about power point style of teaching. Most suggestions and remarks directed in favour of video assisted teaching . They opined that it will help them in understanding the subject in great way. 62.20% could write all four steps correctly of procedure at the end of session in group A (just taught by video) while only 31.10% could do so in group B(taught by power point}.Conclusion: Teaching through video assistance, especially surgical procedures results in better attention and retaining of teaching material than with traditional power point teaching which students found non attentive.

scholarly journals Application and practice of a step-by-step method combined with case-based learning in Chinese otoendoscopy education

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Fanqin Wei ◽  
Qiyang Sun ◽  
Zili Qin ◽  
Huiwen Zhuang ◽  
Guangli Jiang ◽  
...  
Keyword(s):  
Learning Experience ◽  
Step Method ◽  
Innovative Methods ◽  
Before And After ◽  
Case Based Learning ◽  
Group A ◽  
Clinical Thinking ◽  
Group B ◽  
Learning Interest ◽  
Case Based

Abstract Background Standardized training allows more physicians to master otoendoscopic surgery. However, the lecture-based learning (LBL) applied in otoendoscopy teaching may not be conducive to training students in clinical thinking and surgical ability. It is necessary to explore innovative methods for otoendoscopy teaching. This study aimed to determine the effect of a step-by-step (SBS) method combined with case-based learning (CBL) in otoendoscopy teaching. Methods Fifty-nine physicians who participated in otoendoscopy training were selected as the study subjects and randomly divided into two groups (A and B). Group A underwent training with the SBS & CBL method, while Group B underwent training with the LBL & CBL method. The effects of these two methods for otoendoscopy training were compared by evaluation of professional skills and questionnaires before and after the training. Results Proficiency in otoendoscopic anatomy and grades for both professional knowledge and otoendoscopic skills were significantly higher in Group A than in Group B(P < 0.05). In terms of learning interest, surgical ability, acting capacity during surgery, reducing surgical complications, and satisfaction with learning experience, all responses from Group A were better than those from Group B(P < 0.05). Conclusions The SBS & CBL method may help to improve ability in otoendoscopic surgery and clinical thinking and appears suitable for endoscopy teaching.

scholarly journals Comparative study of patient-based versus case-based teaching in prescription writing skills of second year MBBS students

2020 ◽  
Vol 9 (2) ◽  
pp. 289
Author(s):  
Shilpa P. Jadav ◽  
Nishant B. Bhansali ◽  
Dinesh M. Parmar
Keyword(s):  
Comparative Study ◽  
Writing Skills ◽  
Educational Interventions ◽  
Good Tool ◽  
Significant Difference ◽  
Group A ◽  
Second Year ◽  
Group B ◽  
Case Based ◽  
Prescription Writing

Background: Prescription writing errors can lead to deficiencies in healthcare. Although prescription writing is a part of the medical students' curriculum with traditional methods, their prescribing skills are still poor due to inadequate training. To fulfil the need for new educational interventions this study aims to compare patient-based teaching with case-based teaching in improving prescription writing skills of second year MBBS students.Methods: This prospective comparative study was carried out after orientation of participants to prescription writing as per WHO prescribing guidelines (n=71). Group A (n=37) and group B (n=34) were given patient-based teaching and case-based teaching respectively of prescription writing for the same five common clinical conditions. The prescription writing skill was assessed by evaluating the prescriptions written by both the groups and scored by 19-point scoring system. Feedback from the group A students was also taken.Results: Statistical analysis of mean scores of group A (15.90) and group B (13.14) was done by Mann-Whitney U test (p<0.001). Comparison of both the groups for the individual parameters was done by Chi-square test which found significant difference in writing some important parameters like doctor’s registration no., contacts of prescriber, name of the medicine, strength of drug, dosage form, dosing instructions, total quantity of medicine and duration of medication etc. Group A students’ feedback brought out the fact that patient-based teaching is a good tool for teaching and learning.Conclusions: Patient-based teaching for prescription writing improves students’ prescription writing skills in an effective way in comparison with traditional case-based teaching.

scholarly journals Efficacy of flipped classroom method in teaching-learning physiology

2021 ◽  
Vol 65 ◽  
pp. 204-209
Author(s):  
Kshitija Umesh Patkar ◽  
Umesh Suresh Patkar ◽  
Vrunda Subhash Kolte
Keyword(s):  
Problem Solving ◽  
Test Score ◽  
Flipped Classroom ◽  
Renal Physiology ◽  
Problem Solving Skills ◽  
Post Test ◽  
Group A ◽  
Didactic Lecture ◽  
Group B ◽  
Teaching Learning

Objectives: The overall goal of the study was to foster self-directed learning, critical thinking and problem-solving skills in 1st-year medical students. Another goal was to create interest in learning by making it more interactive. As per the requirement of a competency-based medical education curriculum, we tried to use a novel teaching method called Flipped classroom method to meet our goals. Hence, the objectives of this study were: (1) To compare the effect of flipped classroom method and didactic lecture on students’ performance in the topics from renal physiology by MCQ test. (2) To obtain students’ perception about flipped classroom method in learning physiology. (3) To obtain teachers’ perception about flipped classroom method in teaching physiology. Materials and Methods: Flipped classroom method was introduced for teaching two topics in renal physiology for first MBBS students. This cross-over experimental study included 112 first M.B.B.S. students, after taking their informed consent and Ethics Committee permission. They were divided into two groups according to odd and even roll numbers. In the first part of the study, Group A (odd roll numbers) attended the didactic lecture on Renal Clearance (RC) and Group B (even roll numbers) attended the didactic lecture on Glomerular Filtration Rate (GFR). These topics were taught by two different teachers in two different classrooms. They were administered pre-test and post-test in the form of case-based MCQs which tests knowledge, critical thinking, and problem-solving skills on the topic. In the second part, two groups were swapped. Group A attended flipped class for G.F.R. and Group B attended flipped class for RC. They were again administered pre-test and post-test in the form of the same MCQ test. The teacher remained the same for the particular topic. For the flipped class, students came prepared with the topic. They were provided with resource materials of the allotted topic 1 week prior, in the form of pre-recorded lectures and videos. Students’ feedback in the form of a questionnaire and teachers’ feedback in the form of the interview was obtained. Marks obtained by students after didactic teaching and flipped classroom method teaching were compared by “Student’s t-test.” Results: The post-test score of students in the flipped class was significantly higher (P < 0.05) than the post-test score of students in didactic class. More than 85% of students agreed and strongly agreed that the flipped classroom method improved their learning in renal physiology and it increased their confidence in answering the topic in the final exam. Near about 50% of students liked the flipped class method because of its interactive nature and discussion which was based on the application of knowledge. The teachers were more satisfied by flipped classroom method of teaching. Conclusion: Flipped classroom method is an effective teaching-learning method in physiology when compared with a didactic lecture.

scholarly journals Comparative study of knowledge about oral cancer among undergraduate dental students

2016 ◽  
Vol 14 (3) ◽  
pp. 338-345
Author(s):  
Samara Ribeiro da Silva ◽  
Yara Juliano ◽  
Neil Ferreira Novo ◽  
Ilan Weinfeld
Keyword(s):  
Risk Factors ◽  
Oral Cancer ◽  
Undergraduate Students ◽  
Dental Students ◽  
Clinical Aspects ◽  
Significance Level ◽  
First Semester ◽  
Group A ◽  
Group B ◽  
Self Examination

ABSTRACT Objective: To evaluate and compare the knowledge of dental undergraduate students about oral cancer. Methods: The students were divided into two groups according to semester attended in the undergraduate course: Group A, the first semester; and Group B, seventh semester. They were asked to answer a questionnaire about epidemiology, risk factors, clinical aspects, therapeutic solutions and oral self-examination. For statistical analysis, the Fisher's exact test, the Cochran's G test and Kendall's concordance test were used, with significance level set at 0.05. Results: Regarding the prevalent sex, only 8.0% of Group A and 56.0% of Group B judged males as the frequent affected by the disease (p=0.0006). In terms of age, 84.0% of the Group B and 44.0% of the Group A estimated that most cases were diagnosed over 40 years (p=0.0072). Smoking was identified as the major risk factor for 64.0% and 91.6% of Groups A and B, respectively (p=0.0110). On issues related to sex, ethnicity, age, risk factors, self-examination, treatment, professional responsible for treatment and profile of an individual with the disease, the seventh-semester showed significantly higher correct answer percentages than first-semester undergraduates. Conclusion: There was significant correlation between the right and wrong answers given by first and seventh semester students, making necessary a specific approach directed to their lack of knowledge.

scholarly journals STUDENTS’ LEARNING EXPERIENCE IN A WEB DESIGN COURSE USING FLIPPED CLASSROOM APPROACH IN HIGHER EDUCATION

2021 ◽  
Vol 6 (40) ◽  
pp. 193-206
Author(s):  
Usha Vellappan ◽  
Liyen Lim
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Web Design ◽  
Traditional Classroom ◽  
Face To Face ◽  
Class Time ◽  
Hands On ◽  
The University ◽  
Learning Institutions

The incorporation of information technology in education has benefitted learning institutions, instructors as well as students in coping with how knowledge can be transferred, absorbed, and used in the context of teaching and learning. The flipped classroom has been used to maximize the in-class time with discussions and critical thinking activities and leaves the learning to the students prior to the in-class sessions which were considered difficult to be implemented in a traditional classroom setting. The aim of this study is to explore students’ learning experiences with the implementation of flipped classroom approach. This study presents 96 business program students’ experiences of incorporating flipped classroom approach in a web designing course at the university level. Both quantitative and qualitative questionnaire was used to collect data for this study. The findings of the study showed that students responded positively to this approach. Students expressed that they are able to learn better and be more prepared to attend face-to-face classes. They appreciated that they were given the freedom to take charge of their individual learning. The hands-on nature of the course made flipped classroom favorable because students are able to apply their knowledge immediately by using the self-check questions after viewing the videos and progress to more complex applications during the in-class sessions. Students welcomed such an approach to be used in other hands-on or practical courses. However, there are still areas of concern and challenges for both students and instructors that need to be looked into when incorporating the flipped classroom model.

scholarly journals The Effectiveness of Peer-to-Peer Lecture Films in Inverted Classroom Teaching Scenarios

2020 ◽  
Vol 10 (3) ◽  
pp. 229-234
Author(s):  
Anja Pfennig ◽  
Keyword(s):  
Flipped Classroom ◽  
Engineering Students ◽  
Teaching Method ◽  
Learning Experience ◽  
Work Load ◽  
Theoretical Background ◽  
Peer To Peer ◽  
Video Production ◽  
First Year ◽  
Inverted Classroom

At HTW Berlin, Germany first year mechanical engineering students are taught material science as one of the fundamental courses with high work load in a blended learning environment with flipped classroom elements. Therefore peer-to-peer lecture films were established as source of theoretical background knowledge provided for self-study periods. Because the teaching method “inverted classroom” and class results directly relate to the quality of the video material one of the columns of lecture video production is the involvement of students in the lecture film production. First year students directly benefit from their fellow student learning experience, needs and perspective on teaching material. From the lecturers perspective students were generally more active and better prepared during class resulting in better grades. Practice examples introduce and evaluate both, the teaching method and videos.

scholarly journals Comparing flipped classroom and conventional live demonstration for teaching orthodontic wire-bending skill

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0254478
Author(s):  
May Nak Lau ◽  
Yasmin Kamarudin ◽  
Nor Nadia Zakaria ◽  
Saritha Sivarajan ◽  
Norhidayah @ Nor Zahidah Mohd Tahir ◽  
...  
Keyword(s):  
Crossover Study ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Dental Students ◽  
Orthodontic Wire ◽  
Perceived Satisfaction ◽  
Significant Difference ◽  
Live Demonstration ◽  
Students Satisfaction

Flipped classroom may overcome weaknesses of live demonstration in teaching orthodontic wire-bending. This study aims to compare the effectiveness between flipped classroom and live demonstration in transferring skills for fabricating Adams clasp. Forty third-year undergraduate dental students were assigned to two groups. The students in group LD (n = 20) attended a live demonstration while students in group FC (n = 20) attended a flipped classroom. Both groups were taught on skills to fabricate Adams clasp in a standardised way. Each student from both groups were asked to submit an Adams clasp for a blinded quality assessment by two trained and calibrated assessors using a 18-item rubric, followed by validated students’ satisfaction questionnaires to evaluate their perceived satisfaction on the teaching method received. A crossover study was then conducted three weeks later where LD attended a flipped classroom while FC attended a live demonstration. Students’ satisfaction questionnaires were again collected from each student for blinded analysis. Mean scores for the quality of Adams clasp were 9.775 and 9.125 for LD and FC, respectively. No significant difference was detected between the two groups. Statistically significant association was found for one statement on the questionnaire, “I found the classroom arrangements conducive for the wire-bending activity” (p = 0.010). No significant differences were found between the two groups for other statements (p > 0.05). In conclusion, within the limitations of the study, flipped classroom is equally effective as conventional live demonstration in transferring orthodontic wire-bending skills for fabrication of Adams clasp. However, students perceived the classroom arrangements during the flipped classroom significantly more conducive for teaching orthodontic wire-bending.

scholarly journals Control of Imported and Acquired Methicillin-resistant Staphylococcus aureus (MRSA) in Mechanically Ventilated Patients: A Dose-response Study of Enteral Vancomycin to Reduce Absolute Carriage and Infection

2005 ◽  
Vol 33 (3) ◽  
pp. 361-372 ◽  
Author(s):  
M. Viviani ◽  
H. K. F. Van Saene ◽  
R. Dezzoni ◽  
L. Silvestri ◽  
R. Di Lenarda ◽  
...  
Keyword(s):  
Staphylococcus Aureus ◽  
First Year ◽  
High Dose ◽  
Mechanically Ventilated ◽  
Group A ◽  
Second Year ◽  
The Absolute ◽  
Group B ◽  
Dose Response Study ◽  
The Impact

This study aimed to quantify the animate source provided by the patients using the concept of “absolute carriage” by multiplying the carrier rate by the level of carriage; and to compare the impact of a low and high dose of an oropha-ryngeal vancomycin gel on the absolute MRSA carriage and infection. In all, 265 patients were included, 126 were MRSA positive. Fifty-five patients received 2% vancomycin gel during the first year whilst 4% vancomycin gel was given to 50 patients during the second year. Surveillance swabs of throat and rectum were obtained from all eligible patients on admission and then twice weekly. The vancomycin protocol was started as soon as the surveillance cultures were positive for MRSA. Those patients received one gram of enteral vancomycin daily, divided into four doses. During the first year 2% vancomycin gel 4 ml (80 mg) was applied in the oropharynx in four doses in addition to the enteral solution (Group A). During the second year 4% vancomycin gel 4 ml (160 mg) was used (Group B). The absolute carriage was high during both periods: 3.6 for Group A, and 3.2 for Group B. The 4% vancomycin protocol significantly reduced the absolute carriage, compared to the 2% vancomycin protocol: 2.6 versus 1.5 (P<0.01). Significant reduction in secondary endogenous infections was found in the second year: seven versus 15 patients (P<0.05). A total of 3,588 microbiological samples were processed. Neither Staphylococcus aureus with intermediate sensitivity to vancomycin (VISA) nor vancomycin-resistant enterococci (VRE) were detected.

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