Table of Contents Author Guidelines Submit a Manuscript
Education Research International
Volume 2016, Article ID 7097398, 9 pages
http://dx.doi.org/10.1155/2016/7097398
Research Article

Flipping a Dental Anatomy Course: A Retrospective Study Over Four Years

1School of Dentistry and Oral Health, Griffith University, Gold Coast, QLD 4222, Australia
2School of Medical Science, Griffith University, Gold Coast, QLD 4222, Australia

Received 25 March 2016; Accepted 30 May 2016

Academic Editor: Karl Kingsley

Copyright © 2016 Mahmoud M. Bakr et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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.