Health professions learners’ evaluation of e‐learning scenario‐based case study design: Reinvigorating flipped classroom modalities

Abstract

AbstractObjectivesInteractive scenario‐based learning (SBL) cases were developed using the SoftChalk platform to deliver content about patients’ barriers to accessing healthcare and patient management strategies connecting oral to systemic health. The interactive cases were designed to engage the digital‐savvy learners, meet them where they are by leveling up, and seek their feedback to determine flipped (FC) or modified flipped classroom (MFC) content delivery approaches.MethodsHealth professions students completed interactive SBL cases (Phase‐I) using either FC as assigning content outside of class time preparation or MFC as allocating time at the beginning of the class deliveries, and a 12‐item post‐completion survey. The senior dental student cohort (Phase‐II) completed an anonymous Qualtrics survey that assessed their confidence leading to clinical competence two years after the interactive SBL case deliveries. The final survey (Phase‐III) of first‐year dental students evaluated the improved interactive scenario‐based cases post modifications. [Corrections added on 03 October 2023: After first online publication the first sentence of methods section has been updated.]ResultsNo significant differences existed between the FC and MFC content delivery scores; however, learners preferred the structured time allotted in the MFC approach as a learning style for participants (N=989). The overall means percent score was 93.2% (n = 398) for FC and 96.5% (n = 591) for MFC. Thematic analysis of written responses indicated that learners felt the vignettes were relevant, thought‐provoking, incorporated decision‐making, and provided feedback. Four themes about strengths emerged as engaging, interactive, relevant, and critical. Design and technological challenges emerged as interactive SBL improvements. A follow‐up report (74/103, 2021) revealed that 48% of senior dental students surveyed recollected the SBL cases when they delivered preventive, patient‐centered dental services as juniors and seniors. They also recalled that the interactive cases prepared them for clinical success. The Final comments (2022) did not commend any significant improvements.ConclusionInteractive scenario‐based approaches nurture active learning and critical thinking. The educator can engage learners by incorporating teaching modalities as SBL cases to enhance their knowledge and create educational environments by meeting learners where they are. Learners can be valuable partners as educators define their instructional strategies to be equitable and student‐centered. [Correction added on 04 October 2023: after first online publication, abstract section has been revised.]