| Item type |
文献 / Documents(1) |
| 公開日 |
2021-09-09 |
| アクセス権 |
|
|
アクセス権 |
open access |
| 資源タイプ |
|
|
資源タイプ識別子 |
http://purl.org/coar/resource_type/c_6501 |
|
資源タイプ |
journal article |
| 出版社版DOI |
|
|
|
識別子タイプ |
DOI |
|
|
関連識別子 |
https://doi.org/10.20738/johb.34.1_1 |
|
|
言語 |
ja |
|
|
関連名称 |
10.20738/johb.34.1_1 |
| 出版タイプ |
|
|
出版タイプ |
VoR |
|
出版タイプResource |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| タイトル |
|
|
タイトル |
Longitudinal Comparison between Flipped Classroom and Team-based Learning in a Prosthodontic Class |
|
言語 |
en |
| タイトル別表記 |
|
|
その他のタイトル |
Comparison between Flipped Classroom and Team-based Learning |
|
言語 |
en |
| 著者 |
ハヤマ, リカ
大倉, 一夫
大島, 正充
細木, 眞紀
鈴木, 善貴
(上枝)宮城, 麻友
井上, 美穂
岩浅, 匠真
Dalanon, Junhel
Raju, Resmi
ロディス, オマー Maningo
松香, 芳三
|
| 抄録 |
|
|
内容記述タイプ |
Abstract |
|
内容記述 |
Active learning is a concept that allows students to study and learn actively by themselves to get knowledge. There are several methods of active learning, including flipped classroom (FC) and team-based learning (TBL). In FC, students are required to study before classes. In TBL, students also study before class, take individual readiness assurance test (iRAT) and team readiness assurance test (tRAT), then discuss group assignment projects (GAPs) during class. The purpose of this study was to compare the effectiveness between FC and TBL.
The effectiveness of FC and TBL was assessed from the results of the term-end examinations, questionnaires and practice examinations. To check the difficulty of the term-end examinations, control dentists took the same examinations and we calculated the equating score with item response theory.
Statistical analysis showed that the correct answer rate in term-end examinations was significantly different in comparison with the time of the trial, and for the participants (students and dentists). The term-end examination score of FC and TBL did not show a statistical difference. The student questionnaire showed that TBL had higher scores than FC on various factors such as student positive attitude, preparation, ingenuity of teacher and achieving the class goals. The crown & bridge score from the practice examination of 6th-year students who had FC + TBL were constantly higher than the Japanese national average score. The identification index of FC and TBL did not show the statistical difference and there was no statistical difference on item response theory between FC and TBL. |
|
言語 |
en |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Flipped classroom |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Team-based learning |
| キーワード |
|
|
言語 |
en |
|
主題Scheme |
Other |
|
主題 |
Prosthodontics |
| 書誌情報 |
en : Journal of Oral Health and Biosciences
巻 34,
号 1,
p. 1-10,
発行日 2021-09-08
|
| 収録物ID |
|
|
収録物識別子タイプ |
ISSN |
|
収録物識別子 |
21896682 |
| 出版者 |
|
|
出版者 |
四国歯学会 |
|
言語 |
ja |
| EID |
|
|
識別子 |
373671 |
|
識別子タイプ |
URI |
| 言語 |
|
|
言語 |
eng |
johb_34_1_1.pdf (1.29 MB)
