Effects of simulation‐based flipped classroom in developing head and neck examination skills in dental students

Abstract

AbstractObjectivesTo evaluate the effectiveness of a simulation‐based flipped classroom in developing dental students’ head and neck examination skills.MethodsSecond‐year dental students (n = 118) participated in a simulation‐based flipped classroom experience. A pre‐class recorded lecture and video were posted online one week before the simulation date. In class, students completed a pre‐quiz assessing pre‐class coursework understanding of head and neck examination content. Then, students attended a question‐and‐answer session before the patient simulation. A formative assessment of head and neck examination simulation on a patient in the clinic was completed. Lastly, students completed an in‐class post‐quiz assessing understanding of head and neck examination content after the simulation, classroom simulation discussion, and open‐response survey.ResultsStudent post‐quiz scores were significantly higher than pre‐quiz scores, with an average improvement of 4.8 ± 7.2 percentage points. There was no difference between male and female improvement in scores. Student survey responses indicated that students liked combining simulation and flipped classroom methodology, flexibility with their schedules, learning at their pace, and opportunities for a deeper level of learning. Students reported wanting more practice sessions for their technical skills and more accessibility to faculty.ConclusionsAccording to this study's results, students had significantly higher post‐quiz scores than pre‐quiz scores and reported positive perceptions of this combined teaching technique. A simulation‐based flipped classroom might be an effective teaching approach for developing head and neck examination skills that can be applied at other dental facilities with potentially similar results.