Study on the application of flipped classroom model in experiment teaching of preventive dentistry

doi:10.3877/cma.j.issn.1674-1366.2019.06.009

Chinese Journal of Stomatological Research(Electronic Edition) ›› 2019, Vol. 13 ›› Issue (06): 373-375. doi: 10.3877/cma.j.issn.1674-1366.2019.06.009

Special Issue: ；

• Dental Education • Previous Articles Next Articles

Study on the application of flipped classroom model in experiment teaching of preventive dentistry

Yan Zhou¹, Ye Tao¹, Ruixue Wu¹, Liangyue Pang¹, Lixia Yu¹, Qinghui Zhi¹^,^†()

^1. Guanghua School of Stomatology, Hospital of Stomatology, Sun Yat-sen University, Guangdong Provincal Key Laboratory of Stomatology, Guangzhou 510055, China

Received:2019-08-19 Online:2019-12-01 Published:2019-12-01
Contact: Qinghui Zhi
About author:
Corresponding author: Zhi Qinghui, Email: zhiqingh@mail.sysu.edu.cn
Supported by:
Science and Technology Planning Project of Guangdong Province(2017A020215064); 2018 Teaching Reform and Teaching Quality Plan-Undergraduate Practice Teaching Base Construction Project—Stomatological Undergraduate Practice Teaching Base of Sun Yat-sen University(52000-31911004)

Abstract

Abstract:

Objective

To explore the application of flipped classroom model in experiment teaching of preventive dentistry.

Methods

Sixty students of undergraduate medical students from Guanghua school of Stomatology, Sun Yat-sen University were selected. The teaching content was the plaque control. Test group was flipped classroom. Control group was traditional teaching classroom. Videos and learning files were given to test group in advance. Half of classroom time was used to discuss and solve the problem of students in test group. No files were given to control group in advance. Half of classroom time was used to teaching and learning. Both groups were asked to brush teeth.

Results

The percentage of students think the knowledge point is clear is higher in test group than control group (93.3% vs. 70.0%, χ² = 5.455, P = 0.012) , the classroom schedule is reasonable (96.7% vs. 66.7%, χ² = 9.017, P = 0.003) , experimental technology is easy to grasp (93.3% vs. 73.3%, χ² = 4.320, P = 0.038) , plenty of time to do experiment (96.7% vs. 63.3%, χ² = 10.420, P = 0.001) . The average scores of Turesky plaque index was lower (2.0 ± 0.3) in test group than control group (2.4 ± 0.5) (t = -2.8, P = 0.022) . The technical ability of plaque control was handled better in test group.

Conclusions

Flipped classroom improves the effect of experiment teaching of preventive dentistry. The application of flipped classroom is suitable in preventive dentistry.

Key words: Preventive dentistry, Dental plaque, Flipped classroom, Teaching effect

Yan Zhou, Ye Tao, Ruixue Wu, Liangyue Pang, Lixia Yu, Qinghui Zhi. Study on the application of flipped classroom model in experiment teaching of preventive dentistry[J]. Chinese Journal of Stomatological Research(Electronic Edition), 2019, 13(06): 373-375.

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References 9

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组别	学生数	课程知识点清晰易懂	课堂时间安排合理	实验操作容易掌握	实验操作时间充裕
实验组	30	28(93.3)	29(96.7)	28(93.3)	29(96.7)
对照组	30	21(70.0)	20(66.7)	22(73.3)	19(63.3)
χ²值	?	5.455	9.017	4.320	10.420
P值	?	0.012	0.003	0.038	0.001

组别	学生数	课程知识点清晰易懂	课堂时间安排合理	实验操作容易掌握	实验操作时间充裕
实验组	30	28(93.3)	29(96.7)	28(93.3)	29(96.7)
对照组	30	21(70.0)	20(66.7)	22(73.3)	19(63.3)
χ²值	?	5.455	9.017	4.320	10.420
P值	?	0.012	0.003	0.038	0.001

组别	学生数	菌斑控制前	菌斑控制后
实验组	10	2.9 ± 0.4	2.0 ± 0.3
对照组	10	2.9 ± 0.6	2.4 ± 0.5
t值	?	0.2	-2.8
P值	?	0.849	0.022

组别	学生数	菌斑控制前	菌斑控制后
实验组	10	2.9 ± 0.4	2.0 ± 0.3
对照组	10	2.9 ± 0.6	2.4 ± 0.5
t值	?	0.2	-2.8
P值	?	0.849	0.022

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