Dental Research Journal

ORIGINAL ARTICLE
Year
: 2019  |  Volume : 16  |  Issue : 5  |  Page : 289--297

Dental education: Lecture versus flipped and spaced learning


Shivani Kohli1, Ashwin Kumar Sukumar1, Cheah Tze Zhen2, Andrew Sim Lim Yew2, Alvena Ann Gomez2 
1 Department of Prosthodontics, Faculty of Dentistry, MAHSA University, Selangor, Malaysia
2 Postdoctoral Student, Faculty of Dentistry, MAHSA University, Selangor, Malaysia

Correspondence Address:
Dr. Shivani Kohli
Department of Prosthodontics, Faculty of Dentistry, MAHSA University, Selangor
Malaysia

Background: Even though there are diverse varieties of teaching methods to motivate and educate students, not many are used in dental institutions, where most rely only on traditional lectures. Hence, the objective of this study was to compare traditional lectures with newer teaching methods, specifically the flipped classroom and spaced learning method. Materials and Methods: In this prospective cohort study Students were randomized to one of the teaching methods, and their short-term (immediately after teaching) and long-term (i.e., 6 months later) knowledge retention was assessed through multiple choice questions, followed by students feedback which was obtained using Trierer Inventar zur Lehrevaluation questionnaire. P≤ 0.05 was considered statistically significant. Results: For short-term learning gains, spaced learning group (165.85) showed highest mean scores, followed by the traditional lecture group (163.70) and flipped classroom group (153.25).P value acquired through the Kruskal–Wallis ANOVA was statistically significant (0.003). For long-term knowledge retention, traditional lecture group has highest mean scores (147.50), followed by spaced learning group (146.90) and flipped classroom group (145.05) with no significant difference (P = 0.657). Conclusion: Spaced learning methodology was better than the traditional lecture method and the flipped classroom concerning knowledge gains when measured immediately after the application of learning method. For long-term knowledge retention, both the flipped classroom and spaced learning teaching methods were comparable to the traditional lecture method.


How to cite this article:
Kohli S, Sukumar AK, Zhen CT, Yew AS, Gomez AA. Dental education: Lecture versus flipped and spaced learning.Dent Res J 2019;16:289-297


How to cite this URL:
Kohli S, Sukumar AK, Zhen CT, Yew AS, Gomez AA. Dental education: Lecture versus flipped and spaced learning. Dent Res J [serial online] 2019 [cited 2019 Sep 20 ];16:289-297
Available from: http://www.drjjournal.net/article.asp?issn=1735-3327;year=2019;volume=16;issue=5;spage=289;epage=297;aulast=Kohli;type=0