Dental Students’ Study Habits in Flipped/Blended Classrooms and Their Association with Active Learning Practices

In recognition of the importance for dental education programs to take a student‐centered approach in which students are encouraged to take responsibility for their learning, a pediatric dentistry course redesign aimed at promoting greater active and self‐directed learning was implemented at one U.S. dental school. The aim of this study was to examine the association between the students’ self‐reported study habits and active learning practices necessary for meaningful learning in the flipped/blended classroom. A convenience sample of two classes of second‐year dental students in spring 2014 (SP14, n=106) and spring 2015 (SP15, n=106) was invited to participate in the study. Of the SP14 students, 84 participated, for a response rate of 79%; of the SP15 students, 94 participated, for a response rate of 87%. Students’ self‐reported responses to questions about study strategies with the prerecorded lecture materials and assigned reading materials were examined. Non‐parametric analyses resulted in a cohort effect, so data are reported by class. In the SP15 class, 72% reported watching all/more than half of the prerecorded lectures versus 62% of the SP14 class, with a majority watching more than one lecture per week. In the SP15 cohort, 68% used active learning strategies when watching the lectures versus 58.3% of the SP14 cohort. The time of day preferred by the majority of both cohorts for interacting with course materials was 7–11 pm. Both SP14 and SP15 students reported being unlikely to read assigned materials prior to coming to class. Overall, the course redesign appeared to engage students in self‐directed active learning. However, the degree to which active learning practices were taking place to achieve meaningful learning was questionable given students’ self‐reported study strategies. More work is needed to examine strategies for promoting study practices that will lead to meaningful learning.