Related Experiment Video
Updated: May 14, 2026
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Implementing peer-assisted learning in a dental flipped classroom: a model for postgraduate-undergraduate
Ming-Wang Cui1,2, Miao-Miao Zhang1,2, Yu-Lei Dong1,2
1Key Laboratory of Emergency and Trauma of Ministry of Education, Department of Health Management Center, The First Affiliated Hospital, Hainan Medical University, Haikou, Hainan, 570000, P.R. China.
Objective:
This study focuses on the application of the flipped classroom combined with postgraduate-undergraduate collaboration (FC-PUC) teaching model in stomatological education. It aims to evaluate the impact of this integrated model on undergraduate students' clinical operational competence, critical thinking, and learning satisfaction in stomatology courses.
Methods:
A mixed-methods research approach was adopted. A total of 120 undergraduate students majoring from Hainan Medical University were randomly divided into three groups, which received traditional teaching (Lecture-based Learning, LBL), conventional flipped classroom teaching, and the flipped classroom combined with postgraduate-undergraduate collaboration teaching, respectively. By comparing the assessment scores, skill operation ratings, and student feedback across the three groups, the teaching effectiveness of the FC-PUC model was thoroughly investigated.
Results:
No statistically significant difference was observed in the scores on basic knowledge questions among the three groups (p > 0.05). In contrast, scores on case analysis questions, total theoretical scores, and the performance in three practical skills-tooth preparation for full crown restoration, pit and fissure sealing, and intraoral suturing-all exhibited a significant gradient difference (PUC-FC group > FC group > LBL group, p < 0.05). The satisfaction survey indicated that, except for the dimension of rationality of class hour arrangement where no inter-group difference was found, the PUC-FC group achieved significantly higher ratings than the FC and LBL groups in other dimensions including course quality, teaching resources, and practical sessions.
Conclusion:
The flipped classroom combined with postgraduate-undergraduate collaboration model significantly improves students' operational precision, case analysis ability, and learning satisfaction. This study provides a novel pathway for optimizing stomatological education.
