Multilevel factor analysis of flipped classroom in dental education: A 3-year randomized controlled trial.

<h4>Purpose</h4>Previous studies have rarely attempted to test the confounding factors that may affect learning outcomes of the flipped classroom. The purpose of this study was to assess how flipped classrooms affect the acquisition of knowledge in clinical dental education based on mult...

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Autores principales:	Zuo Wang, Eiko Yoshida Kohno, Kenji Fueki, Takeshi Ueno, Yuka Inamochi, Kazuki Takada, Noriyuki Wakabayashi
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/ed79fd26289049278956b9e9d9fc0ae8
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spelling	oai:doaj.org-article:ed79fd26289049278956b9e9d9fc0ae82021-12-02T20:14:44ZMultilevel factor analysis of flipped classroom in dental education: A 3-year randomized controlled trial.1932-620310.1371/journal.pone.0257208https://doaj.org/article/ed79fd26289049278956b9e9d9fc0ae82021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0257208https://doaj.org/toc/1932-6203<h4>Purpose</h4>Previous studies have rarely attempted to test the confounding factors that may affect learning outcomes of the flipped classroom. The purpose of this study was to assess how flipped classrooms affect the acquisition of knowledge in clinical dental education based on multilevel factor analysis.<h4>Method</h4>The authors conducted a 3-year (2017, 2018, and 2019) randomized controlled trial in a series of introductory prosthodontics courses in dental education. A total of 137 participants were randomly assigned to flipped classroom (n = 70, 51%) or lecture (n = 67, 49%) formats. The flipped group was instructed to self-learn knowledge-based content through online preparation materials, including videos and text, while the lecture group was given text only. Both groups were provided with the same study content and opportunities for different styles of learning. The session attendance rate and number of times the materials were accessed were monitored. Individual and team readiness assurance tests (IRAT/TRAT) were conducted to evaluate knowledge acquisition. A multilevel linear regression analysis was conducted on both instructional styles (flipped vs. lecture) as an intervention factor, and confounding factors that could affect the outcomes were implemented.<h4>Results</h4>The average number of online accesses was 2.5 times per session in the flipped group and 1.2 in the lecture group, with a significant difference (p < .05). The average IRAT score was significantly higher in the flipped than in the lecture group (effect size [ES] 0.58, p < .001). The number of online accesses was significantly and positively correlated with IRAT scores (0.6 [0.4, 0.8]). The instructional style was significantly and positively correlated with TRAT scores (coefficient [95% confidence interval]: 4.6 [2.0, 7.3]), but it was not correlated with IRAT (4.3 [-0.45, 9.0]).<h4>Conclusions</h4>The flipped classroom was more effective than the lecture format regarding knowledge acquisition; however, the decisive factor was not the instructional style but the number of individual learning occasions. The employment of the flipped classroom was the decisive factor for team-based learning outcomes.Zuo WangEiko Yoshida KohnoKenji FuekiTakeshi UenoYuka InamochiKazuki TakadaNoriyuki WakabayashiPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 9, p e0257208 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Zuo Wang Eiko Yoshida Kohno Kenji Fueki Takeshi Ueno Yuka Inamochi Kazuki Takada Noriyuki Wakabayashi Multilevel factor analysis of flipped classroom in dental education: A 3-year randomized controlled trial.
description	<h4>Purpose</h4>Previous studies have rarely attempted to test the confounding factors that may affect learning outcomes of the flipped classroom. The purpose of this study was to assess how flipped classrooms affect the acquisition of knowledge in clinical dental education based on multilevel factor analysis.<h4>Method</h4>The authors conducted a 3-year (2017, 2018, and 2019) randomized controlled trial in a series of introductory prosthodontics courses in dental education. A total of 137 participants were randomly assigned to flipped classroom (n = 70, 51%) or lecture (n = 67, 49%) formats. The flipped group was instructed to self-learn knowledge-based content through online preparation materials, including videos and text, while the lecture group was given text only. Both groups were provided with the same study content and opportunities for different styles of learning. The session attendance rate and number of times the materials were accessed were monitored. Individual and team readiness assurance tests (IRAT/TRAT) were conducted to evaluate knowledge acquisition. A multilevel linear regression analysis was conducted on both instructional styles (flipped vs. lecture) as an intervention factor, and confounding factors that could affect the outcomes were implemented.<h4>Results</h4>The average number of online accesses was 2.5 times per session in the flipped group and 1.2 in the lecture group, with a significant difference (p < .05). The average IRAT score was significantly higher in the flipped than in the lecture group (effect size [ES] 0.58, p < .001). The number of online accesses was significantly and positively correlated with IRAT scores (0.6 [0.4, 0.8]). The instructional style was significantly and positively correlated with TRAT scores (coefficient [95% confidence interval]: 4.6 [2.0, 7.3]), but it was not correlated with IRAT (4.3 [-0.45, 9.0]).<h4>Conclusions</h4>The flipped classroom was more effective than the lecture format regarding knowledge acquisition; however, the decisive factor was not the instructional style but the number of individual learning occasions. The employment of the flipped classroom was the decisive factor for team-based learning outcomes.
format	article
author	Zuo Wang Eiko Yoshida Kohno Kenji Fueki Takeshi Ueno Yuka Inamochi Kazuki Takada Noriyuki Wakabayashi
author_facet	Zuo Wang Eiko Yoshida Kohno Kenji Fueki Takeshi Ueno Yuka Inamochi Kazuki Takada Noriyuki Wakabayashi
author_sort	Zuo Wang
title	Multilevel factor analysis of flipped classroom in dental education: A 3-year randomized controlled trial.
title_short	Multilevel factor analysis of flipped classroom in dental education: A 3-year randomized controlled trial.
title_full	Multilevel factor analysis of flipped classroom in dental education: A 3-year randomized controlled trial.
title_fullStr	Multilevel factor analysis of flipped classroom in dental education: A 3-year randomized controlled trial.
title_full_unstemmed	Multilevel factor analysis of flipped classroom in dental education: A 3-year randomized controlled trial.
title_sort	multilevel factor analysis of flipped classroom in dental education: a 3-year randomized controlled trial.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/ed79fd26289049278956b9e9d9fc0ae8
work_keys_str_mv	AT zuowang multilevelfactoranalysisofflippedclassroomindentaleducationa3yearrandomizedcontrolledtrial AT eikoyoshidakohno multilevelfactoranalysisofflippedclassroomindentaleducationa3yearrandomizedcontrolledtrial AT kenjifueki multilevelfactoranalysisofflippedclassroomindentaleducationa3yearrandomizedcontrolledtrial AT takeshiueno multilevelfactoranalysisofflippedclassroomindentaleducationa3yearrandomizedcontrolledtrial AT yukainamochi multilevelfactoranalysisofflippedclassroomindentaleducationa3yearrandomizedcontrolledtrial AT kazukitakada multilevelfactoranalysisofflippedclassroomindentaleducationa3yearrandomizedcontrolledtrial AT noriyukiwakabayashi multilevelfactoranalysisofflippedclassroomindentaleducationa3yearrandomizedcontrolledtrial
_version_	1718374679471718400

Multilevel factor analysis of flipped classroom in dental education: A 3-year randomized controlled trial.

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