ABSTRACT
Objective:To compare the teaching effect of flipped classroom approach versus traditional lecture-based approach on the laboratory training course of Orthodontics cephalometric analysis for dental undergraduates. Methods:A total of 60 dental undergraduates who participated in the undergraduate course of Orthodontics were included in the study and randomly divided into experimental group and control group, with 30 students in each group. Flipped classroom approach was performed in the experimental group, while traditional lecture-based approach was used in the control group. Students' recognition towards teaching excellence, theoretical and laboratory performances, and their understanding and application of the key points in orthodontic cephalometric analysis were evaluated. SPSS 22.0 was used for t test and chi-square test. Results:Compared with the control group, students in experimental group gave more favorable rating in learning experience, had better learning motivation and more confidence in understanding and mastering the key points of orthodontic cephalometric analysis, with significant differences ( P<0.05). Besides, they also presented better theoretical and laboratory performances and superior mastery of the key points in the post-class quiz, with significant differences ( P<0.05). Conclusion:Flipped classroom is a promising approach to improve the teaching effect of cephalometric analysis of Orthodontics.
ABSTRACT
Purpose: The aim of this study was to study the effect of wet-laboratory training on the surgical outcome of resident performed manual small-incision cataract surgery (MSICS). Methods: We conducted a retrospective, comparative observational study on resident performed MSICS in our institute. We collected data of 464 patients of which Group A had 232 cases performed by residents without prior wet-laboratory training and Group B had 232 resident performed cases after adequate skill training in the wet laboratory. The demographics, type of cataract, intraoperative, postoperative complications, and immediate visual outcome were compared between the two groups. Results: The age, sex, and type of cataract were similar in both groups of residents. The frequency of intraoperative complications was higher in Group A (23.7%) than in Group B (15.08%) (P = 0.019). The occurrence of posterior capsule (PC) rupture and vitreous loss showed a statistically significant difference, with Group A showing a high rate of 14.3% PC rent and vitreous loss while only 6.9% (P = 0.01) had this complication in Group B. The postoperative visual outcome also was better in Group B than in Group A, with 62.06% of patients in Group B, having a postoperative day 1 vision of better than 6/18 as compared to only 38.36% in Group A. Conclusion: The wet-laboratory training is an effective method of improving the skills of the ophthalmology residents in MSICS. The reduction of complications will improve the quality of surgery and improve the postoperative visual outcome.
ABSTRACT
<p> The roles of behavioral science in current medical education are examined in terms of its origin and the deregulation of the university establishment standards. Based on modern disease structures, the basic elements of behavioral science education are summarized from the viewpoint of human relationships that support holistic medicine. Specific examples of learning attitudes using laboratory training are also examined.</p>