Flipped Classrom vs. Conventional Classroom: Prospective Randomized Controlled Trial of First-Year Dental Students

Abstract

Background:

The implementation of the flipped classroom model in dental education offers prospective improvements for student education.

Purpose:

To increase understanding of differences in performance for dental students using the flipped classroom model, and examine their perceptions of the technique.

Research Design:

A flipped classroom approach with crossover design was implemented, splitting students into two groups. Each group used the traditional classroom approach for two lectures, and online learning modules with a flipped classroom session for the other two lectures. Performances on a quiz administered to both groups and on the final exam in the course were analyzed. Results: In the short-term (quiz evaluation) and long-term (final evaluation), no significant difference was found between flipped and traditional groups. Students reported an overall preference for the flipped classroom model.

Conclusions:

Student performance with the flipped classroom model was as good as traditional lecture performance, but students report more effective use of their time and better learning opportunities. The flipped classroom time itself could be further improved to increase interactivity and improve learning outcomes.