The effect of live demonstration and flipped classroom with continuous formative assessment on dental students’ orthodontic wire-bending performance

Abstract Background Wire-bending skills is commonly taught through live demonstrations (LD) though flipped classroom (FC) method has gained popularity. Continuous formative assessment promotes personalised learning via closely monitored progress, with the identification of students’ strengths and weaknesses. This study aims to evaluate effects LD FC teaching methods, supplemented continuous assessment, on dental wire-bending for six types removable orthodontic appliance components. A deeper understanding relative effectiveness between methods can help identify most appropriate achieve student objectives, which especially important given current Covid-19 pandemic. Methods Forty third-year undergraduate students were randomly assigned into ( n = 20) or cohort. Each attended sessions, each teach competency in fabricating one type wire component, a total components over course sessions. Either used. After session, assignments had be submitted. Wire then evaluated using blinded protocol. As part their results distributed students, lecturers, technicians before next session. first session (T0) at end all sessions (T1), completed self-reported questionnaire. Results The mean scores significantly higher than two assignments, namely Adams clasp p < 0.01) Z-spring 0.03). Scores both increased time, may attributed assessment. There was no statistically significant correlation video usage. Students satisfied according T0 T1 questionnaires. Conclusions Both are equally effective transferring practical well-received by students. have enhanced skills. Further studies control group recommended investigate effect