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Learning of paediatric dentistry with the flipped classroom model
Nuria E Gallardo1, Antonia M Caleya1, Maria Esperanza Sánchez1
1Department of Dental Clinical Specialties, Faculty of Dentistry, Complutense University of Madrid, Madrid, Spain.
Introducing the flipped classroom (FC) model in pediatric dentistry education enhances student learning. Pre-class video access significantly improved theoretical knowledge acquisition compared to in-class viewing.
Area of Science:
- Dental Education
- Pediatric Dentistry
- Educational Technology
Background:
- The flipped classroom (FC) is an innovative pedagogical model.
- FC can significantly benefit dental education.
- This study evaluated FC in pediatric dentistry.
Purpose of the Study:
- To compare the learning outcomes of students using the FC model in pediatric dentistry.
- To assess the effectiveness of pre-class video access versus in-class viewing.
Main Methods:
- 76 dental students participated in the study.
- Two groups were formed: Group A (pre-class video access) and Group B (in-class video access).
- Knowledge was assessed using pre- and post-questionnaires, alongside a satisfaction survey.
Main Results:
- Group A showed a higher mean score increase (3.5 vs. 2.5) than Group B.
- Significant learning gains were observed in Group A for specific questions (p < .05).
- 74.4% of Group A students found pre-class video access highly useful.
Conclusions:
- Implementing the flipped classroom model in pediatric dentistry enhances theoretical knowledge acquisition.
- Pre-class access to educational videos is a valuable tool for dental students.
- FC prepares students effectively for practical clinical training.
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