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Dental Anatomy and Occlusion: Mandibular Incisors—Flipped Classroom Learning Module
INTRODUCTION: This dental anatomy module is the second in a series that develops skills in analyzing the morphology, function, anomalies, and development of human teeth. Learning the visual details associated with teeth has often proven difficult using the lecture format; thus, we have utilized comp...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Association of American Medical Colleges
2017
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6338200/ https://www.ncbi.nlm.nih.gov/pubmed/30800789 http://dx.doi.org/10.15766/mep_2374-8265.10587 |
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author | Mitchell, Jan Brackett, Martha |
author_facet | Mitchell, Jan Brackett, Martha |
author_sort | Mitchell, Jan |
collection | PubMed |
description | INTRODUCTION: This dental anatomy module is the second in a series that develops skills in analyzing the morphology, function, anomalies, and development of human teeth. Learning the visual details associated with teeth has often proven difficult using the lecture format; thus, we have utilized computer-assisted flipped learning, which has been shown to be just as effective as lectures and frees up class time for active learning. METHODS: In a flipped classroom approach, students learn basic knowledge with a self-paced, interactive tutorial prior to class. In class, students are assigned to small groups and start with a readiness assessment quiz, administered first individually and then to each team. This is followed by a review for the whole class. The teams then practice critical thinking through practical application scenarios; a laboratory exercise follows where students wax tooth #25 and tooth #26. RESULTS: Students rated faculty members who used team-based learning higher than those who used lecture format for similar morphology lectures. For the first 3 years that this flipped classroom technique was used, students consistently scored it higher than the lecture format on a 5-point Likert scale. Multiple positive comments indicated their preference for this method. DISCUSSION: Teaching students to see the subtle variations in tooth morphology takes time and attention. In a lecture, each key point is covered only once, and images appear fleetingly. A key advantage of the self-paced interactive tutorial coupled with flipped classroom activities is that each learner can take the time needed with each image in a tutorial. |
format | Online Article Text |
id | pubmed-6338200 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | Association of American Medical Colleges |
record_format | MEDLINE/PubMed |
spelling | pubmed-63382002019-02-22 Dental Anatomy and Occlusion: Mandibular Incisors—Flipped Classroom Learning Module Mitchell, Jan Brackett, Martha MedEdPORTAL Original Publication INTRODUCTION: This dental anatomy module is the second in a series that develops skills in analyzing the morphology, function, anomalies, and development of human teeth. Learning the visual details associated with teeth has often proven difficult using the lecture format; thus, we have utilized computer-assisted flipped learning, which has been shown to be just as effective as lectures and frees up class time for active learning. METHODS: In a flipped classroom approach, students learn basic knowledge with a self-paced, interactive tutorial prior to class. In class, students are assigned to small groups and start with a readiness assessment quiz, administered first individually and then to each team. This is followed by a review for the whole class. The teams then practice critical thinking through practical application scenarios; a laboratory exercise follows where students wax tooth #25 and tooth #26. RESULTS: Students rated faculty members who used team-based learning higher than those who used lecture format for similar morphology lectures. For the first 3 years that this flipped classroom technique was used, students consistently scored it higher than the lecture format on a 5-point Likert scale. Multiple positive comments indicated their preference for this method. DISCUSSION: Teaching students to see the subtle variations in tooth morphology takes time and attention. In a lecture, each key point is covered only once, and images appear fleetingly. A key advantage of the self-paced interactive tutorial coupled with flipped classroom activities is that each learner can take the time needed with each image in a tutorial. Association of American Medical Colleges 2017-05-24 /pmc/articles/PMC6338200/ /pubmed/30800789 http://dx.doi.org/10.15766/mep_2374-8265.10587 Text en Copyright © 2017 Mitchell and Brackett. https://creativecommons.org/licenses/by-nc/4.0/legalcode This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial (https://creativecommons.org/licenses/by-nc/4.0/legalcode) license. |
spellingShingle | Original Publication Mitchell, Jan Brackett, Martha Dental Anatomy and Occlusion: Mandibular Incisors—Flipped Classroom Learning Module |
title | Dental Anatomy and Occlusion: Mandibular Incisors—Flipped Classroom Learning Module |
title_full | Dental Anatomy and Occlusion: Mandibular Incisors—Flipped Classroom Learning Module |
title_fullStr | Dental Anatomy and Occlusion: Mandibular Incisors—Flipped Classroom Learning Module |
title_full_unstemmed | Dental Anatomy and Occlusion: Mandibular Incisors—Flipped Classroom Learning Module |
title_short | Dental Anatomy and Occlusion: Mandibular Incisors—Flipped Classroom Learning Module |
title_sort | dental anatomy and occlusion: mandibular incisors—flipped classroom learning module |
topic | Original Publication |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6338200/ https://www.ncbi.nlm.nih.gov/pubmed/30800789 http://dx.doi.org/10.15766/mep_2374-8265.10587 |
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