Comparison between flipped classroom and team-based learning in fixed prosthodontic education.

Area of Science:

• Dental Education
• Medical Pedagogy
• Fixed Prosthodontics

Background:

• Team-based learning (TBL) demonstrated higher efficiency and student satisfaction compared to traditional lectures in fixed prosthodontic education.
• The effectiveness of the flipped classroom model in this field warranted further investigation.

Purpose of the Study:

• To introduce and evaluate the effectiveness of the flipped classroom model in fixed prosthodontic education.
• To compare the efficacy of flipped classroom learning with team-based learning (TBL) using final examination scores.

Main Methods:

• Forty-one dental students participated, with the initial six classes utilizing a flipped classroom format and the subsequent eight employing TBL.
• Effectiveness was assessed by comparing term-end examination scores between the two learning formats.
• A referential examination administered to faculty members provided a benchmark for performance.

Main Results:

• Term-end examination scores were slightly higher in TBL classes compared to flipped classroom classes.
• Referential examination scores for the same curriculum were also higher, with no significant interaction between class format and scores.
• Overall analysis indicated no noticeable difference in the educational effectiveness between the flipped classroom and TBL formats.

Conclusions:

• Both flipped classroom and TBL formats are highly effective for clinical dental education, surpassing traditional lecture-based methods.
• No statistical difference was observed in examination scores between the flipped classroom and TBL approaches.
• These innovative pedagogical strategies offer valid and effective alternatives for teaching fixed prosthodontics.