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

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...

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Autores principales:	May Nak Lau, Yasmin Kamarudin, Nor Nadia Zakaria, Saritha Sivarajan, Norhidayah Nor Zahidah Mohd Tahir, Aufa Dahlia Bahar, Zahra Naimie, Siti Adibah Othman, Wan N Wan Hassan
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/a8ac89d9929f436ab50078a0f60b2420
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spelling	oai:doaj.org-article:a8ac89d9929f436ab50078a0f60b24202021-12-02T20:15:29ZComparing flipped classroom and conventional live demonstration for teaching orthodontic wire-bending skill.1932-620310.1371/journal.pone.0254478https://doaj.org/article/a8ac89d9929f436ab50078a0f60b24202021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0254478https://doaj.org/toc/1932-6203Flipped 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.May Nak LauYasmin KamarudinNor Nadia ZakariaSaritha SivarajanNorhidayah Nor Zahidah Mohd TahirAufa Dahlia BaharZahra NaimieSiti Adibah OthmanWan N Wan HassanPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 7, p e0254478 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q May Nak Lau Yasmin Kamarudin Nor Nadia Zakaria Saritha Sivarajan Norhidayah Nor Zahidah Mohd Tahir Aufa Dahlia Bahar Zahra Naimie Siti Adibah Othman Wan N Wan Hassan Comparing flipped classroom and conventional live demonstration for teaching orthodontic wire-bending skill.
description	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.
format	article
author	May Nak Lau Yasmin Kamarudin Nor Nadia Zakaria Saritha Sivarajan Norhidayah Nor Zahidah Mohd Tahir Aufa Dahlia Bahar Zahra Naimie Siti Adibah Othman Wan N Wan Hassan
author_facet	May Nak Lau Yasmin Kamarudin Nor Nadia Zakaria Saritha Sivarajan Norhidayah Nor Zahidah Mohd Tahir Aufa Dahlia Bahar Zahra Naimie Siti Adibah Othman Wan N Wan Hassan
author_sort	May Nak Lau
title	Comparing flipped classroom and conventional live demonstration for teaching orthodontic wire-bending skill.
title_short	Comparing flipped classroom and conventional live demonstration for teaching orthodontic wire-bending skill.
title_full	Comparing flipped classroom and conventional live demonstration for teaching orthodontic wire-bending skill.
title_fullStr	Comparing flipped classroom and conventional live demonstration for teaching orthodontic wire-bending skill.
title_full_unstemmed	Comparing flipped classroom and conventional live demonstration for teaching orthodontic wire-bending skill.
title_sort	comparing flipped classroom and conventional live demonstration for teaching orthodontic wire-bending skill.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/a8ac89d9929f436ab50078a0f60b2420
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Comparing flipped classroom and conventional live demonstration for teaching orthodontic wire-bending skill.

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