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Flipped classroom in dental education: A scoping review
Author(s) -
Vanka Amit,
Vanka Shanthi,
Wali Othman
Publication year - 2020
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.12487
Subject(s) - flipped classroom , class (philosophy) , dental education , medical education , psychology , blended learning , mathematics education , quality (philosophy) , medicine , computer science , educational technology , philosophy , epistemology , artificial intelligence
Abstract Introduction There is a pressing need to explore strategies which adopt and incorporate contemporary teaching methods to keep abreast with technological advances. Flipped classroom is a type of blended learning approach that has received considerable attention as an alternative to traditional lectures. The purpose of this scoping review is to explore the characteristics of the flipped classroom model implemented in undergraduate dental education. Materials and Methods The scoping review has been reported under the PRISMA extension for scoping review guidelines. Systematic search of databases culminated in full‐text papers that were evaluated for quality. Results A systematic search on flipped classroom in dental education identified a total of 30 papers for full‐text evaluation. After further exclusion, 17 studies were selected for data charting. Discussion The student satisfaction, learning resources, pre‐class and/or in‐class activities, and academic scores are analysed and discussed. Conclusion Flipped classroom improves student satisfaction in majority of the studies, whilst its effect on academic scores, particularly for skill development, needs more research .