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The flipped classroom has been shown to have positive outcomes in learning. However, relatively little has been reported on the implementation of it in dental education. The purpose of this study was to evaluate the impact of the flipped classroom on predoctoral dental students' learning. Two consecutive classes of dental students learned the physiology of the autonomic nervous system through the nonflipped (traditional lecture) or the flipped approach. Students' learning was assessed with an identical quiz at the end of the module. The mean score in the flipped approach was higher than that in the nonflipped approach ( P < 0.01). Mean score on the content-based quiz questions in the flipped approach was higher than that in the nonflipped approach ( P < 0.05). Performance on case-based questions did not show a significant difference ( P = 0.12). Mean quiz performance of the lower 27% scorers in the flipped approach was higher than that in the nonflipped approach ( P < 0.05). Mean quiz performance of the upper 27% scorers showed an increase in the flipped approach as well ( P < 0.05), but to a less extent than that of the lower 27% scorers ( P < 0.01). The flipped approach also increased peer collaboration ( P < 0.01). In summary, the flipped classroom improved dental students' performance on content-based questions in physiology. The flipped classroom narrowed the performance gap between the low- and high-performing dental students. [ABSTRACT FROM AUTHOR]

The flipped classroom has been shown to have positive outcomes in learning. However, relatively little has been reported on the implementation of it in dental education. The purpose of this study was to evaluate the impact of the flipped classroom on predoctoral dental students' learning. Two consecutive classes of dental students learned the physiology of the autonomic nervous system through the nonflipped (traditional lecture) or the flipped approach. Students' learning was assessed with an identical quiz at the end of the module. The mean score in the flipped approach was higher than that in the nonflipped approach ( P < 0.01). Mean score on the content-based quiz questions in the flipped approach was higher than that in the nonflipped approach ( P < 0.05). Performance on case-based questions did not show a significant difference ( P = 0.12). Mean quiz performance of the lower 27% scorers in the flipped approach was higher than that in the nonflipped approach ( P < 0.05). Mean quiz performance of the upper 27% scorers showed an increase in the flipped approach as well ( P < 0.05), but to a less extent than that of the lower 27% scorers ( P < 0.01). The flipped approach also increased peer collaboration ( P < 0.01). In summary, the flipped classroom improved dental students' performance on content-based questions in physiology. The flipped classroom narrowed the performance gap between the low- and high-performing dental students.

Student presentations had been widely implemented across content areas, including health sciences education. However, due to various limitations, small-group student presentations in the classroom may not reach their full potential for student learning. To address challenges with presentations in the classroom, we redesigned the assignment by having students present and discuss online using VoiceThread, a cloud-based presentation and discussion tool. First-year students pursuing a Doctor of Dental Surgery degree were assigned into small groups to present physiology content and to discuss that content online. This assignment was similar to traditional student classroom presentations, with the exception that the entire assignment was conducted online. The primary purpose of this exploratory study was to investigate the impact of the online format on the discussion quality. Another purpose of the study was to examine students' perceptions of using VoiceThread for presenting and learning, as well as the online interactions between the presenter and audience. Students posted a higher number of questions and comments than required by the assignment. The questions from students were also higher level questions, and the answers to these questions were more thorough compared with what we had previously observed in classroom presentations. The survey results showed that students preferred using VoiceThread for presenting, learning from other presentations, and discussing presentation content over performing this process in the classroom. Preliminary findings suggested that having dental students make presentations and hold discussions online might help address the challenges of student presentations in the classroom., (Copyright © 2017 the American Physiological Society.)