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Z Evid Fortbild Qual Gesundhwes. 2017 Oct;126:84-93. doi: 10.1016/j.zefq.2017.07.007. Epub 2017 Oct 11.

Cross-year peer-assisted learning using the inverted ("flipped") classroom design: A pilot study in dentistry.

Author information

1
Dermatologie und Allergologie, Kantonsspital Aarau, Aarau, Schweiz.
2
Poliklinik für Zahnerhaltung, Carolinum Zahnärztliches Universitäts-Institut gGmbH, Goethe-Universität Frankfurt am Main, Frankfurt am Main.
3
Poliklinik für Zahnerhaltung, Carolinum Zahnärztliches Universitäts-Institut gGmbH, Goethe-Universität Frankfurt am Main, Frankfurt am Main. Electronic address: S.Szep@em.uni-frankfurt.de.

Abstract

BACKGROUND:

The inverted classroom model (ICM) represents a special combination of online and attendance learning. The implementation of the didactic concept of "peer-assisted learning" (PAL) within an ICM design has not yet been described in the literature for the field of restorative dentistry.

OBJECTIVE:

It was the goal of the present study to develop an ICM offering in a cross-year PAL format (ICM-cyPAL), and then introduce and evaluate it.

METHOD:

The pilot project was conducted at the dental clinic at the Goethe University of Frankfurt/Main, where following its conceptual development and implementation with three consecutive cohorts of students in their first clinical semester (the sixth semester at university) the ICM-cyPAL offering was evaluated. Data on acceptance, tutor effectiveness, group interaction models and learning strategies were collected using an evaluative instrument.

RESULTS:

121 students (tutees) participated in three cohorts. The response rate reached 98.3 %. In total, the offering was given an average rating of 6.97±1.93 (from 1 = unsatisfactory to 10 = excellent). As the tutees explained the attention that the tutors employed gave to the group was "just right" (4.65±1.04; where 1 = too controlling and 4 = just right to 7 = left the group on their own too long) and talked "just the right amount" (4.54±0.95; where 1 = too much and 4 = just right to 7 = talked too little). The results for tutor effectiveness reached values between 3.26±0.94 and 3.78±0.87; for the evaluation of group interaction models average values were obtained from 3.41±0.98 to 3.89±0.73 (on a Likert scale of 1 = do not at all agree to 5 = completely agree). Concerning the surveyed learning strategies, the dimensions of "resource management" and "implementation of the learning materials" were given the highest and lowest rankings, respectively.

CONCLUSION:

The tutees' ratings of the newly developed and implemented ICM-cyPAL offering in the dental context were mainly positive. The thematic orientation of the structured training program needs to be optimized. The offering itself requires both a high degree of organization and solid financial and staffing resources.

KEYWORDS:

E-Learning; ICM; Inverted-Classroom-Modell; Mentoring; POL; Peer-Assisted Learning; Schulung; Tutoren; Zahnmedizin; dentistry; e-learning; inverted classroom model; mentoring; peer-assisted learning; training; tutoring

PMID:
29029969
DOI:
10.1016/j.zefq.2017.07.007
[Indexed for MEDLINE]

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