Can students develop clinical treatment planning competency through remote learning?
(PO-079) Can Students Develop Clinical Treatment Planning Competency Through Remote Learning?
Sunday, March 20, 2022
1:00pm – 3:00pm EST
Location: Hall C
Author: Zaher Jabbour, D.M.D. – Assistant Professor, University of California, Los Angeles, School of Dentistry Author: Minh C. Tran, Ph.D. – Director Curriculum and Academic Enrichment, University of California, Los Angeles, School of Dentistry Submitter: Zaher Jabbour, D.M.D. – Assistant Professor, University of California, Los Angeles, School of Dentistry
Objectives: Effectiveness of flipped learning in clinical education is unknown. This study uses a modified flipped classroom method for teaching clinical treatment planning remotely.
Materials: Four cases containing medical and dental charts were discussed in flipped classroom with faculty panel during COVID-19 lockdown. Prior to each session, students worked individually or in a group to complete assignments with leading questions. Students performance measured by the number of case assessments and competencies completed post-lockdown was compared to pre-lockdown and to previous year using odd ratio (OR), chi-square test (χ2) and significant level p< 0.05.
Results: 106 students completed the course, and 99 students completed all survey questions. Students reported positive learning experience. Post-lockdown, statistically significant increase in the proportions of total passed attempts (χ2 p=0.002, OR=2.23), competencies (χ2 p=0.028, OR=2.05) and case assessments (χ2 p=0.004, OR=2.73) was observed between the current class and the previous pre-COVID-19 class (108 students). Post-lockdown, students also passed significantly more attempts (χ2 p< 0.0001), competencies (χ2 p< 0.0001) and case assessments (χ2 p=0.008) compared to pre-lockdown.
Conclusions: Although flipped classroom does not replace in-person clinical experience, teaching clinical treatment planning remotely improved students readiness and clinical performance through collaborative learning, practice and case exposure.
