An outcomes-based module education via flipped classroom enhances undergraduate oral histopathology learning

Yi Zhong; Yuyao Zhang; Wen Sun; Lu Li; Wei Zhang; Yue Jiang; Xiaoqing Lu; Chenjie Cai; Huiling Wang; Laikui Liu; Yan Xu

doi:10.1186/s12909-023-04753-9

An outcomes-based module education via flipped classroom enhances undergraduate oral histopathology learning

BMC Med Educ. 2023 Nov 9;23(1):848. doi: 10.1186/s12909-023-04753-9.

Authors

Yi Zhong^#^{1

2}, Yuyao Zhang^#¹, Wen Sun^{1

2}, Lu Li^{1

3}, Wei Zhang^{1

2}, Yue Jiang^{1

2}, Xiaoqing Lu¹, Chenjie Cai¹, Huiling Wang¹, Laikui Liu^{4

5}, Yan Xu^{6

7}

Affiliations

¹ Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China.
² Department of Basic Science of Stomatology, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China.
³ Department of Periodontics, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China.
⁴ Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China. my_yunkong@njmu.edu.cn.
⁵ Department of Basic Science of Stomatology, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China. my_yunkong@njmu.edu.cn.
⁶ Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China. yanxu@njmu.edu.cn.
⁷ Department of Periodontics, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China. yanxu@njmu.edu.cn.

^# Contributed equally.

Abstract

Introduction: Oral histopathology is a bridge course connecting oral basic medicine and clinical dentistry. However, the application of outcomes-based education via flipped classroom (FC) in oral histopathology has not been well explored. This study has assessed the efficacy of outcomes-based education via FC in undergraduate oral histopathology module learning in Nanjing Medical University of China.

Materials and methods: A total of 214 third-year students were enrolled and assigned to the FC group of the batch 2022-23 (n = 110) and the traditional classroom (TC) group of the batch 2021-22 (n = 104) to participate the oral histopathology sessions respectively in the study. The FC group were required to preview the online course materials pre-class, followed by in-class quizz, in-class interactive group discussion, and slides microscopic observation. The outcomes-based formative and summative assessments for FC were designed. The TC group attended traditional laboratory class for the same glass slides microscopic observation. In addition, a questionnaire was performed to investigate the satisfaction of learning. Along with this, the performances of FC group in written theory tests and oral histopathology slide tests were compared with TC group.

Results: Students in the FC group gained significantly final higher scores of the course than those in the TC group (score: 83.79 ± 11 vs. 76.73 ± 10.93, P<0.0001). Data from the student questionnaires indicated a preference for outcomes-based module education via FC. In the questionnaires, most students considered outcomes-based module education via FC to be beneficial to learning motivation, knowledge comprehension, critical thinking and teamwork. FC group had a higher level of satisfaction with oral histopathology teaching than TC group (satisfaction score: 4.599 ± 0.1027 vs. 4.423 ± 0.01366, P<0.01).

Conclusion: An outcomes-based module education via FC has a promising effect on undergraduate oral histopathology education.

Keywords: Flipped classroom; Module; Oral histopathology; Outcomes-based education.

MeSH terms

Curriculum
Humans
Learning*
Motivation
Problem-Based Learning
Students*
Surveys and Questionnaires
Thinking

Abstract

MeSH terms

Grants and funding