Flipped Classroom in Restorative Dentistry: A First Test Influenced by the Covid-19 Pandemic

Area of Science:

• Dental Education
• Educational Psychology

Background:

• The COVID-19 pandemic impacted dental education delivery during the 2019-2020 academic year.
• Traditional classroom learning may not always optimize student engagement or knowledge retention.

Purpose of the Study:

• To compare the academic success of dental students in restorative dentistry using flipped classroom versus traditional classroom learning.
• To analyze the correlation between learning methods and student motivation and satisfaction.

Main Methods:

• A comparative study design was implemented with the same instructor teaching both methods.
• Students engaged in online pre-session work for the flipped classroom, followed by face-to-face sessions.
• Pre- and post-semester exams and a satisfaction questionnaire were used for data collection.

Main Results:

• The flipped classroom group demonstrated statistically significant higher scores on the final exam compared to the traditional group.
• Student feedback indicated increased motivation and interest in lessons within the flipped classroom setting.
• Exam performance correlated positively with student satisfaction and motivation.

Conclusions:

• The flipped classroom model is a more effective pedagogical approach for foundational knowledge acquisition in restorative dentistry.
• This active learning strategy enhances student appreciation, motivation, and academic outcomes.
• The flipped classroom shows promise for improving dental student learning experiences and results.