[Flipped classroom as a strategy to enhance active learning].

Area of Science:

• Dental Education
• Medical Pedagogy

Context:

• Implementation of a flipped classroom model for fourth-grade dentistry students.
• Utilized a series of ten three-hour units for removable partial prosthodontics over fiscal years 2013 and 2014.

Purpose:

• To review the introduction of a flipped class and analyze its learning method characteristics.
• To assess the impact of active learning strategies on student performance in dental education.

Summary:

• Lecture videos were provided online, followed by in-class activities including problem-solving, presentations, and discussions.
• Team-based learning (TBL) sessions were incorporated, integrating individual and group assessments.
• The flipped method resulted in considerably higher average individual scores compared to previous years using conventional lectures.

Impact:

• Demonstrates the efficacy of the flipped classroom as an active learning strategy in dentistry.
• Highlights the potential of lecture videos, interactive questions, and TBL to enhance student engagement and learning.
• Suggests a positive correlation between active learning, student ability, and improved academic performance in dental prosthodontics education.