Purpose To design and implement flipped clinical training for undergraduate dental students in removable complete denture treatment and predict its effectiveness by comparing the assessment results of students trained by flipped and traditional methods.
Methods Flipped training was designed by shifting the learning from clinics to learning center (phase I) and by preserving the practice in clinics (phase II). In phase I, student-faculty interactive session was arranged to recap prior knowledge. This is followed by a display of audio synchronized video demonstration of the procedure in a repeatable way and subsequent display of possible errors that may occur in treatment with guidelines to overcome such errors. In phase II, live demonstration of the procedure was given. Students were asked to treat three patients under instructor’s supervision. The summative assessment was conducted by applying the same checklist criterion and rubric scoring used for the traditional method. Assessment results of three batches of students trained by flipped method (study group) and three traditionally trained previous batches (control group) were taken for comparison by chi-square test.
Results The sum of traditionally trained three batch students who prepared acceptable dentures (score: 2 and 3) and unacceptable dentures (score: 1) was compared with the same of flipped trained three batch students revealed that the number of students who demonstrated competency by preparing acceptable dentures was higher for flipped training (χ 2 =30.996 with p<0.001).
Conclusion The results reveal the supremacy of flipped training in enhancing students competency and hence recommended for training various clinical procedures.
Citations
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The availability of open‐access videos offered by dental schools Marco Antonio Dias da Silva, Andresa Costa Pereira, Anthony Damien Walmsley European Journal of Dental Education.2019; 23(4): 522. CrossRef
PURPOSE To report the experience of OSCE performed as a summative assessment of the medical students in year 4 at Ewha Womans University. METHODS: Ninety-eight students took the twenty stations including 3 pairs of linked stations. We conducted duplicated OSCEs and each station runs 4 minutes 30 seconds. We analyzed the validity of stations, the reliability of duplicated OSCEs and the difference of scores according to the OSCE tools and categories. RESULTS: Mean OSCE score was 64.45+/-5.49 and Cronbach-alpha of total stations was 0.74. The scores between duplicated examinee groups and between duplicated evaluator groups were not different: the score of preceding examinee group was 63.3 and the later 65.7 (p=0.13), and the score of the first evaluator group was 64.6 and the second was 63.6 (p=0.16).
However according to the individual analysis, 9 stations showed statistically discrepancies (p< 0.05) between duplicated evaluator groups. Regarding OSCE tools and categories, physical examination and skill categories did not show statistically significant differences between duplicated evaluator groups. OSCE scores showed moderate correlation with the cummulative performance grade in general (r=0.53, p< 0.01). CONCLUSIONs: OSCE could be regarded as a reasonable evaluating tool for the summative assessment after two years of clinical clerkship of the fourth year medical students. Analysis of the OSCE stations which was done individually and according to OSCE tools/categories helps to improve the OSCE more complete and the duplicated stations more coincident.
Citations
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Developing a best practice framework for clinical competency education in the traditional East-Asian medicine curriculum Sang Yun Han, Seung-Hee Lee, Han Chae BMC Medical Education.2022;[Epub] CrossRef
Students’ self-assessment of achievement of terminal competency and 4-year trend of student evaluation on outcome-based education Sanghee Yeo, Bong Hyun Chang Korean Journal of Medical Education.2019; 31(1): 39. CrossRef
The Efficiency of Objective Structured Clinical Examination (OSCE) as a Method of Clinical Clerkship in the Korean Ophthalmology & Otolaryngology Department Yu-Jin Jang, Seug-Uk Hong The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology.2014; 27(4): 121. CrossRef
Relationship between the Content of the Medical Knowledge Written Examination and Clinical Skill Score in Medical Students Jee-Young Hwang, Hwee-Soo Jeong Korean Journal of Medical Education.2011; 23(4): 305. CrossRef
Correlations of Clinical Assessment Tools with Written Examinations Eun Jeong Choi, Sung Sunwoo Korean Journal of Medical Education.2009; 21(1): 43. CrossRef
Effects of Case Type and Standardized Patient Gender on Student Performance in a Clinical Performance Examination Jonghoon Kim, Kiyoung Lee, Dongmi Yoo, Eunbae Yang Korean Journal of Medical Education.2007; 19(1): 23. CrossRef
The Correlation between the Scores of Written Examination, the Clinical Clerkship Examination, the Clinical Skill Assessment, and the Graduation Examination of the Medical Students Suk Bong Koh, Hye Jin Park Korean Journal of Medical Education.1970; 21(4): 347. CrossRef
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