Title of article :
Flipping a Dental Anatomy Course: A Retrospective Study Over Four Years
Author/Authors :
Bakr, Mahmoud M School of Dentistry and Oral Health - Griffith University - Gold Coast, Australia , Massey, Ward L School of Dentistry and Oral Health - Griffith University - Gold Coast, Australia , Massa, Helen M
Abstract :
Flipped classrooms have been successfully used to increase student engagement and support student learning in a range of
educational fields, including health education. These advantages for student learning supported implementation of the flipped
classroom in introductory sciences and preclinical courses in dental education. We report on a 4-year retrospective study which
compared two methods of delivery of a first-year dental anatomy course. The first method used the traditional method, consisting
of face to face contact teaching hours, which was compared to a partial flipped classroom, where lecture contact was maintained
but practical classes were flipped. A series of online videos demonstrating different practical tasks such as wax carving and
tooth identification. An online digital library and online quizzes for self-reflected learning were developed and trialled. Students’
Evaluations of Course (SEC) and students’ overall performance in practical and theoretical assessments were used to evaluate
the impact on student engagement and success, respectively, after implementation of the modified course offerings. This study
evidences the success of the transition to a partially flipped course design. Careful design and consideration of implementation of
the flipped classroom method in dental education are recommended to ensure that there is reliable availability of online resources
and dedicated teaching staff for construction of resources and delivery of relevant in-class activities.
Keywords :
Anatomy , Flipping , SEC , Flipped , MOOC
Journal title :
Education Research International