A Cross-over Randomised Trial Comparing Two Teaching Methods

NCT04692142 | Completed DMC

• 1 other identifier: PSAU2020030
• Study Type: interventional
• Target: 32
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Educational Problems

Keywords

Learning; Dental education; Teaching methods; Dental Students

Outcome Measures

Primary Outcomes (1)

• Formative exam

  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.

  7-days

Secondary Outcomes (1)

• Perception to the two teaching methods.

  7-days

Study Arms (2)

Passive online

ACTIVE COMPARATOR

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.

Other: Flipped classroom teaching method

Flipped classroom

EXPERIMENTAL

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.

Other: Flipped classroom teaching method

Interventions

Flipped classroom teaching method OTHER

Participants will have 7 -day monitored remote access to a recorded lecture about orthodontic topic. 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.

Flipped classroom; Passive online

Eligibility Criteria

• Age: 22 Years - 28 Years
• Gender Eligibility Details: The institution where the study will be carried on enrolls only male dental students.
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Fourth-year undergraduate students enrolled in the course, in a Saudi Dental college.

You may not qualify if:

• Students who are enrolled in the course for a second time

Sponsors & Collaborators

• Prince Sattam Bin Abdulaziz University: lead

Study Sites (1)

Prince Sattam Bin Abdulaziz University

Al Kharjah, Saudi Arabia

Location

Related Publications (1)

• Alharbi F, Alwadei SH, Alwadei A, Asiri S, Alwadei F, Alqerban A, Almuzian M. Comparison between two asynchronous teaching methods in an undergraduate dental course: a pilot study. BMC Med Educ. 2022 Jun 23;22(1):488. doi: 10.1186/s12909-022-03557-7.

  PMID: 35739594 DERIVED

Study Officials

• Fahad Alharbi, PhD

  Prince Sattam Bin Abdulaziz University

  STUDY CHAIR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Masking Details: The outcomes assessor and the statistical analyst will be masked
• Purpose: OTHER
• Intervention Model: CROSSOVER
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: The trial is designed as a cross-over clustered randomized trial (each group would be a cluster), so that each group will act as their own control for their learning performance and perception.

Study Record Dates

• First Submitted: December 28, 2020
• First Posted: December 31, 2020
• Study Start: August 30, 2020
• Primary Completion: December 30, 2021
• Study Completion: January 30, 2022
• Last Updated: April 26, 2022

Record last verified: 2022-04

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL
• Time Frame: Within one year
• Access Criteria: Eligible researcher who does a similar research.

Locations

SA (1)