World Journal of Dentistry

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VOLUME 15 , ISSUE 10 ( October, 2024 ) > List of Articles

ORIGINAL RESEARCH

Effectiveness of Flipped Classroom in Improving the Knowledge of the Undergraduate Dental Students: A Crossover Randomized Controlled Trial

Snehalata Narvekar, Shridhar D Baliga, Sulakshana S Baliga

Keywords : Crossover trial, Dental education, Didactic teaching, Flipped classroom, Students perception

Citation Information : Narvekar S, Baliga SD, Baliga SS. Effectiveness of Flipped Classroom in Improving the Knowledge of the Undergraduate Dental Students: A Crossover Randomized Controlled Trial. World J Dent 2024; 15 (10):909-912.

DOI: 10.5005/jp-journals-10015-2514

License: CC BY-NC 4.0

Published Online: 27-01-2025

Copyright Statement:  Copyright © 2024; The Author(s).


Abstract

Aim: The aim of this study is to assess the effectiveness of the flipped classroom on knowledge improvement in undergraduate dental students. Using a crossover randomized controlled trial, we aim to compare this approach with traditional teaching methods, providing insights for optimizing dental education strategies. Materials and methods: A total of 57 third-year dental students participated in a crossover randomized controlled trial. The students were randomly assigned to either the experimental group, where the flipped classroom method was implemented, or the control group, which followed conventional didactic teaching. The study consisted of two phases, with the groups crossing over in the second phase. Pretests and posttests were administered to assess knowledge improvement. Statistical analysis was conducted using R software. Results: The results demonstrated that the flipped classroom method led to a significant increase in posttest scores compared to pretest scores (p < 0.0001). On the other hand, the conventional didactic method showed a nonsignificant increase in posttest scores (p = 0.22544). The students’ feedback indicated positive acceptance and satisfaction with the flipped classroom approach. Conclusion: The flipped classroom method is more effective than conventional didactic teaching in enhancing the knowledge of undergraduate dental students. The students’ favorable perception of the flipped classroom suggests that it is a valuable and innovative approach to learning. Clinical significance: The need for this study lies in assessing the implementation value of the flipped classroom method in dental education. The research findings highlight its superiority over traditional teaching methods for undergraduate dental students. This holds significant implications for the transformation of dental education, potentially leading to enhanced learning experiences and improved outcomes. Integrating the flipped classroom approach promises to elevate the readiness and competence of future dental professionals, potentially contributing to advancements in patient care and oral health.


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