Received: 3 August 2020 Revised: 17 August 2020 Accepted: 29 August 2020 DOI: 10.1002/jdd.12419 ADVANCING THROUGH INNOVATION Emergency remote teaching in a health administration and management course for dental students Karla Moscoso-Matus DDS, MBA 1, 2 Claudia Véliz DDS, MPH, MmedEd 1 Rosario Garcia-Huidobro DDS, MPH, MBA 1 1 School of Dentistry, Faculty of Medicine, Pontificia Universidad Católica de Chile, Vicuña Mackena 4860, Santiago, Chile 7810000, Chile 2 Fundación Sonrisas, Santiago, Chile Correspondence Claudia Véliz Paiva, DDS, MPH, MmedEd, Av. Vicuña Mackenna 4860, Macúl, Santiago, Chile. Email: cvelizp@uc.cl These memes were generated by Gonzalo Baeza, Karla Morales, Loretto Díaz, and Gabriela Flores and translated by Diego and Michael Handford. In Chile, individual private health insurance is provided by institutions known as ISAPREs that favor young, healthy males as clients. Their fees are sub- stantially more expensive for children, clients with preexisting illnesses, and women of childbearing age. 1 PROBLEM The closure of universities in March 2020 due to the pan- demic forced the transformation of courses into an emer- gency remote teaching mode. 1 The Health Administra- tion and Management course for dental students includes, among other topics, a “health system and funding” mod- ule. Due to the new format, the teaching team had to quickly implement alternative teaching-learning meth- ods and assessment strategies for the 50 students in this course. 2 SOLUTION Several approaches were used: Technological Support: The CANVAS LMS and a Zoom account. Adequacy of contents: Overall contents were reduced, focusing on those most relevant to fulfill the course aims. Teaching-learning methods: In this module, tra- ditional classes were replaced by 2 flipped classroom sessions. 2 Each session was divided into: 1. Time allocated to review the material (1 hour). 2. Recess (30 minutes). 3. Synchronous class (1 hour). Assessment methods: In this module, before each syn- chronous class, a formative entrance test was performed with 8 multiple choice questions. For the first session, the exit and entrance tests were identical. For the second ses- sion, the exit evaluation was the production of a minimum unit of information (“meme”) based on class content. 3–5 3 RESULTS The students indicated that they were satisfied with the flipped classroom model, as it allowed them to clarify the doubts that arose during the review of the material. The exit test of the first session had excellent results; the media (±SD, maximum 8 points) was 7.2 ± 0.48, being significantly greater than the entrance test (5.2 ± 1.19; P < 0.00). Initially, the format of the exit evaluation of the second session received a mixed welcome. Their main apprehen- sions were related to the assessment and the purpose of the activity, as it was unlike any others they had had in their degree. The teachers responded during the class by show- ing evidence that supported the use of meme generation as an educational tool and by distributing the assessment criteria. After completing the activity and receiving com- ments on their work, the students understood better the aim of this evaluation method. J Dent Educ. 2020;1–2. © 2020 American Dental Education Association 1 wileyonlinelibrary.com/journal/jdd