Evidence map›Paper›PMID 37946163›Full record

ArticleBMC medical education2023

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 and 1 more

Abstract read
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In one paragraph

Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 2 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
4citing papers in PubMed, 2 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

4 citing papers in PubMed, 2 syntheses or guidelines pooled it.

  1. Pooled it
  2. Pooled it
  3. Trial
  4. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors.

Yi Zhong *Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China.
Yuyao Zhang *Jiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China.
Wen SunJiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China.
Lu LiJiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China.
Wei ZhangJiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China.
Yue JiangJiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China.
Xiaoqing LuJiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China.
Chenjie CaiJiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China.
Huiling WangJiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China.
Laikui LiuJiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China. my_yunkong@njmu.edu.cn.
Yan XuJiangsu Key Laboratory of Oral Diseases, Nanjing Medical University, Nanjing, China. yanxu@njmu.edu.cn.

Funding

Educational Research Project of Higher Education in Jiangsu Province 2021JSJG344Educational Research Project of Nanjing Medical University 2021YJS- ZD011Educational Research Project of Nanjing Medical University 2021ZC061Educational Research Project of Nanjing Medical University 2021ZD021Educational Research Project of Nanjing Medical University KCSZ2019017Educational Research Project of the Stomatological College in Nanjing Medical University JX2019Y09
6 · The paper itself

Abstract

introductionOral 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

methodsA 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.

resultsStudents 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).

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

Indexed as

LearningStudentsCurriculumHumansMotivationProblem-Based LearningSurveys and QuestionnairesThinkingFlipped classroomModuleOral histopathologyOutcomes-based education

Identifiers

PMID37946163
PMCPMC10637004

What OpenQuestion holds

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LicenceCC BY
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.