Comparison Between Different Asynchronous Teaching Methods in an Undergraduate Orthodontic Course: A Crossover Randomised Trial
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 32
- 试验地点
- 1
- 主要终点
- Formative exam
研究概览
简要总结
The aim of the study aim to test the null hypothesis which states that there are no significant differences in knowledge retention and exam performance of dental undergraduate students in a Saudi Dental School using two different asynchronous teaching methods . The secondary aim is to analyse students' perceptions to the two teaching methods.
详细描述
Design: The trial was designed as a crossover clustered randomized trial whereby each group/ cluster acted as their control for their learning performance and perception.
Setting: College of Dentistry, Princes Sattam Bin Abdulaziz University, Riyadh, Saudi Arabia.
Consents: The ethical approval was obtained from the Scientific Research Unit at the College of Dentistry, Prince Sattam Bin Abdulaziz University, Alkharj, Riyadh (ethical approval PSAU2020030). Written consent was obtained from students before commencing the trial.
Participants: Fourth-year undergraduate dental students enrolled in the preclinical orthodontic course at Prince Sattam University were invited to participate in the study. Students who were registered in the course for the second time were excluded to lessen the bias associated with previous experience of orthodontic teaching. The sample size was based on the total number of students registered in the course at the time of the study.
Randomization: Computer-generated randomization was performed to allocate participants to one of two groups. The sequence of random allocation was concealed from researchers who analyzed the results. Participants in the control group were taught through the virtual traditional learning method (VTL) using live-video streaming, while participants in the intervention group were taught through the virtual flipped learning method (VFL). VTL group included 16 students, while the VFL group included 17 students. We use the term control group to refer to students who studied using the VTL format method across both periods. We also use the term intervention group to refer to students who studied using VFL format across both periods.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Crossover
- 主要目的
- Other
- 盲法
- Single (Outcomes Assessor)
盲法说明
The outcomes assessor and the statistical analyst will be masked
入排标准
- 年龄范围
- 22 Years 至 28 Years（Adult）
- 性别
- Male
- 接受健康志愿者
- 是
入选标准
- •Fourth-year undergraduate students enrolled in the course, in a Saudi Dental college.
排除标准
- •Students who are enrolled in the course for a second time
研究组 & 干预措施
Passive online
Before L1, all students will be asked to complete a set of multiple-choice questions (MCQs), formative exam (i.e. pre-test). Following the test , the lecture will be delivered to the participants of PG using a passive online teaching format for 60 minutes (i.e., live-video streaming). After the lecture is completed, students will be asked to re-take the same pre-test exam and complete questionnaire regarding their experience with the teaching methods.
干预措施: Flipped classroom teaching method (Other)
Flipped classroom
Participants of FG will have an access to a recorded lecture. and they will be taught using an active teaching model known as flipped classroom model. In this model, participants will have 7 -day monitored remote access to the recorded L1. Similar to PG, completing the online pre-test formative exam will be preliminary requirement to access the published recorded L1.
At the expiry of remote access to the recorded lecture, participants from FG will be invited to attend post-lecture discussion sessions. To enhance the effectiveness of flipped classroom teaching method, the cohort of FG will be randomly, using computer generated randomisation, subdivided to two smaller groups in which each group will be consisted of half of the FG cohort. The same lecturer will moderate the discussions for each group separately. After the lecture is completed, students will be asked to re-take the same pre-test of L1 and complete questionnaire regarding their experience with the teaching methods.
干预措施: Flipped classroom teaching method (Other)
结局指标
主要结局
Formative exam
时间窗: 7-days
Before each lecture, students will complete a set of multiple-choice questions (MCQs), formatively (i.e. pre-test). These questions will be related to the taught topics, and will be administered remotely using learning management system (Blackboard). After each lecture, students will be asked to re-take the same pre-test via Blackboard. This formative assessment test will measure students' learning gain. Two investigators will construct the pre-test questions to ensure its content validity and reliability. Content validity will be tested using test matrix and experts judgment. The reliability test will estimated using inter-rater reliability. A correlation of more than 0.7 will be considered acceptable.
次要结局
- Perception to the two teaching methods.(7-days)