Students' perception on flipped classroom in contrast to live demonstration for teaching orthodontic wire-bending skills: A focus group study

• Main Authors: Lau, May Nak, Sivarajan, Saritha, Kamarudin, Yasmin, Othman, Siti Adibah, Hassan, Wan Nurazreena Wan, Soh, Eunice Xinwei, Zakaria, Nor Nadia, Wey, Mang Chek, Bahar, Aufa Dahlia, Razi, Roziana Mohd, Tahir, Norhidayah Nor Zahidah Mohd, Naimie, Zahra
• Format: Article
• Published: American Dental Education Association 2022
• Subjects: RK Dentistry
• Online Access: http://eprints.um.edu.my/40670/

Objective This study aimed to explore students' perceptions of flipped classroom (FC) compared to live demonstration (LD) in transferring skills of fabricating orthodontic wire components for orthodontic removable appliances. Methods Forty third-year undergraduate dental students were randomly assigned to two groups: FC (n = 20) and LD (n = 20). Students in group FC attended FC, while students in group LD attended LD. Both groups underwent a series of standardized teaching sessions to acquire skills in fabricating six types of orthodontic wire components. Eight students (four high achievers and four low achievers) from each group were randomly selected to attend separate focus group discussion (FGD) sessions. Students' perceptions on the strengths, weaknesses, and suggestions for improvement on each teaching method were explored. Audio and video recordings of FGD were transcribed and thematically analyzed using NVivo version 12 software. Results Promoting personalized learning, improvement in teaching efficacy, inaccuracy of three-dimensional demonstration from online video, and lack of standardization among instructors and video demonstration were among the themes identified. Similarly, lack of standardization among instructors was one of the themes identified for LD, in addition to other themes such as enabling immediate clarification and vantage point affected by seating arrangement and class size. Conclusions In conclusion, FC outperformed LD in fostering personalized learning and improving the efficacy of physical class time. LD was more advantageous than FC in allowing immediate question and answer. However, seating arrangement and class size affected LD in contrast to FC.