Conflicting perceptions of flipping teaching by dentistry students

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dc.conference.date3-5 Jul 2023
dc.conference.placePalma, España
dc.conference.title15th International Conference on Education and New Learning Technologies (EDULEARN2023)
dc.contributor.authorÁlvarez Vázquez, María Del Pilar
dc.contributor.authorAngulo Carrére, María Teresa
dc.contributor.authorLozano Pérez, María Encarnación
dc.contributor.authorBravo-Llatas, Carmen
dc.contributor.authorDel Campo Milán, Lara
dc.contributor.editorIATED Academy
dc.date.accessioned2024-01-31T18:32:07Z
dc.date.available2024-01-31T18:32:07Z
dc.date.issued2023-07-11
dc.description.abstractCell biology and histology are basic sciences that study the levels of organization between the gross morphological and the molecular levels. They are included in the curricula of the preclinical years of medical and dental degrees. Cell biology and histology courses are usually perceived as difficult to pass and high failure rates reduce indeed learners’ interest and engagement. Research has shown that students learn more while actively engaged, and that engagement occurs through interactions with the content, peers, and instructors. Among active learning strategies, an adaptive flipped classroom (AFC) is an advanced approach based on interactions between instructors and students prior to face-to-face sessions. Learners are expected to complete some assignments meant to make them reflect and reveal their comprehension and learning difficulties. With this methodology, instructors can tailor teaching to their specific needs. A pilot AFC approach was implemented in the Cell Biology and Histology subject which is part of the Dental Degree at the Complutense University of Madrid. AFC was applied to 42% of the histology syllabus along two consecutive courses. At the beginning of the 2021-22 course, the class was split into two halves due to the pandemic, so while one-half of the students went to face-to-face classes the other half attended online via Microsoft Teams. The two halves turned weekly, so all the students attended the same number of face-to-face and online sessions. As a result of the improvement of the pandemic, two months after the beginning, classes reverted to conventional face-to-face teaching just after finishing AFC units. The aim of the present study is to present an AFC approach applied to the histology program of a dentistry degree to enhance engagement and active learning, the student’s perceptions, and to assess if appraisals were consistent or not in two consecutive courses. A high level of engagement was achieved in both courses, the materials provided were positively considered as well as tasks that students should complete before attending class. Nevertheless, major differences were also found. 80% of respondents welcomed AFC in 2021-22 vs. 49% in 2022-23, 94% vs. 71% stated that AFC had an influence on learning as it helped them be better prepared, pay more attention in class and improve understanding. Moreover, 76% vs. 47% felt they got flipped units better prepared than those delivered in lectures, and 84% vs. 62% felt time spent produced a better learning experience. Differences were statistically significant (p <0.05, chi2 test). Besides comparing the outcomes in both courses, a deep and honest reflection is needed to find out what underlies the conflicting perceptions and why students’ appraisals differ so strongly.
dc.description.departmentDepto. de Biología Celular
dc.description.facultyFac. de Medicina
dc.description.facultyFac. de Odontología
dc.description.facultyFac. de Enfermería, Fisioterapia y Podología
dc.description.refereedTRUE
dc.description.sponsorshipVicerrectorado de Calidad, UCM
dc.description.statuspub
dc.identifier.citationM.P. Álvarez Vázquez, T. Angulo Carrere, E. Lozano Pérez, C. Bravo-Llatas, L. Del Campo Milán. Conflicting perceptions of flipping teaching by dentistry students. En: 15th International Conference on Education and New Learning Technologies. 3-5 de julio de 2023; Palma. Palma: IATED Academy, 2023. P. 1443-1448.
dc.identifier.doi10.21125/edulearn.2023.0451
dc.identifier.isbnISBN: 978-84-09-52151-7
dc.identifier.issn2340-1117
dc.identifier.officialurlhttps://library.iated.org/view/ALVAREZVAZQUEZ2023CON?re=downloadnotallowed
dc.identifier.urihttps://hdl.handle.net/20.500.14352/97385
dc.language.isoeng
dc.page.final1448
dc.page.initial1443
dc.rights.accessRightsrestricted access
dc.subject.cdu611.018
dc.subject.cdu378
dc.subject.keywordHigher education
dc.subject.keywordDental education
dc.subject.keywordHistology education
dc.subject.keywordAdaptive flipped classroom
dc.subject.keywordUndergraduates’ perceptions
dc.subject.ucmHistología
dc.subject.ucmAprendizaje
dc.subject.ucmEnseñanza universitaria
dc.subject.ucmMétodos de enseñanza
dc.subject.ucmOdontología (Odontología)
dc.subject.unesco2410.08 Histología Humana
dc.subject.unesco5801.07 Métodos Pedagógicos
dc.titleConflicting perceptions of flipping teaching by dentistry students
dc.title.alternativePercepciones contradictorias de estudiantes de Odontología sobre el aprendizaje invertido
dc.typeconference output
dc.type.hasVersionVoR
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