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• W4283326871 abstract "Abstract Background Properly designed and implemented eLearning can lead to improvement of dental teaching quality. Various strategies have been proposed to increase the effectiveness of eLearning in dental education, however, there is a lack of research to assess the effectiveness of these strategies. Objective To investigate dental students’ learning performance and perception of a virtual flipped learning format compared to a virtual traditional learning method. Methods A crossover pilot study was conducted at the College of Dentistry, Princes Sattam Bin Abdulaziz University, Saudi Arabia. Computer-generated randomization, blinded from researchers who analyzed the results, was performed to allocate 32 participants (aged 23.27 ± 0.86 years) to one of two groups. Participants in the control group were taught through the virtual traditional learning method (VTL) using live video lectures. In contrast, participants in the intervention group were taught through the virtual flipped learning method (VFL) using recorded online lectures and post-lecture virtual discussions. Learning gain and preference were measured by pre- and post-test average score differences and a modified validated survey, respectively. Results There was no significant difference in learning performance between VFL and VTL groups ( P > 0.05). However, students preferred VFL over VTL and the differences were significant among all survey items, except for the opportunity to ask questions. Conclusion Health professions educators are encouraged to carefully design online curricula with efficient learning strategies that help students improve learning performance and foster self-directed learning skills while valuing active learning in an online environment. Trial registration NCT04692142 , 31/12/2020." @default.
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• W4283326871 date "2022-06-23" @default.
• W4283326871 modified "2023-09-27" @default.
• W4283326871 title "Comparison between two asynchronous teaching methods in an undergraduate dental course: a pilot study" @default.
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• W4283326871 doi "https://doi.org/10.1186/s12909-022-03557-7" @default.
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