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Learning of paediatric dentistry with the flipped classroom model
Author(s) -
Gallardo Nuria E.,
Caleya Antonia M.,
Sánchez Maria Esperanza,
Feijóo Gonzalo
Publication year - 2022
Publication title -
european journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.583
H-Index - 41
eISSN - 1600-0579
pISSN - 1396-5883
DOI - 10.1111/eje.12704
Subject(s) - class (philosophy) , dentistry , medicine , pulpotomy , value (mathematics) , medical education , psychology , mathematics education , computer science , molar , artificial intelligence , machine learning
The flipped classroom (FC) is a pedagogical model that can be very useful in obtaining a dentistry degree. The main objective of this study was to compare learning between student groups introducing FC in the area of paediatric dentistry at the Complutense University of Madrid in 2019. Materials and Methods In this study, 76 students enrolled for the first time in the Pediatric Dentistry programme and completed a questionnaire (pre‐Q) regarding specific theoretical knowledge about pulpotomies. Subsequently, they were divided into two groups: group A, which had free access before the class to an explanatory video about the indications and techniques of pulpotomy and group B, which viewed the same video only one time in class. After that, all students completed the same questionnaire (post‐Q) again and a survey on the degree of satisfaction about the teaching method. Results The differences in score between the post‐Q and pre‐Q in group A had a mean (SD) value of 3.5 (2.4) and in group B, a mean (SD) of 2.5 (2.2), with a p value of .07. In questions 3, 5 and 8, learning was greater in the experimental group ( p = .007, p = .02 and p = .001, respectively). For 74.4% of the students in group A, accessing the video previous to the class was a very useful tool. Conclusions These results suggest that implementing FC in paediatric dentistry classes help students to acquire more theoretical knowledge, which is necessary before practical teaching.