Impact of Blended Learning on Dental Students' Performance and Satisfaction in Clinical Education.

ABSTRACT

The aim of this study was to evaluate the effectiveness of a blended learning model with a flipped classroom approach in a clinical dental education setting based on student performance and perceptions. Comparisons were made between blended learning and traditional methods for all fourth-year dental students in two consecutive cohorts in a conservative dentistry course at a dental school in Jordan. The 2016-17 cohort (control group) consisted of 364 students taught with conventional methods. The 2017-18 cohort (study group) consisted of 253 students taught with blended learning using a flipped classroom method. Performance measures were two exams (online and written), two assignments, inclinic quizzes, and clinical assessment. The study also assessed the number of posts made by students in the study group on an online discussion forum. The results showed that the study group students had significantly better performance on all assessments than the control group students. The students' overall grades in the blended learning cohort were an average 7.25 points higher than in the control cohort. Students who participated in the online forum also had better performance in the course one participation correlated with 0.697 standard deviations higher score. Overall, students' perceptions were positive and supported the adoption of a blended learning model in the course. These results showing improved student performance provide support for blended learning and use of an online discussion forum.