Abstract
Background: The flipped classroom is an active pedagogical modality that improves learning, autonomy and critical thinking. This work aims to evaluate the impact of the flipped classroom on student performance compared to the lecture in a biomaterials course.
Material and methods:Second-year dental students were invited to participate voluntarily in this quasi-experimental study .Thus, they were divided into two groups: one group benefited́ from the flipped classroom while the control group attended the lecture. At the end of a formative evaluation for both groups, their average grades were compared using Student's test (significance threshold set at p
Results :107 out of 129 students participated in this study. Among the participants 70 were female, 52 students participated in the inverted classroom and 55 attended the lecture course. The average of the evaluation score was 12.83/20 ( confidence interval is [12.47 ;13.19] )for the flipped classroom group and 11.53/20 (confidence interval is [11.25 ;11.81]) for the lecture group. There was a significant difference between the means of the two groups ,favoring the flipped classroom. (p
Conclusion: The performance of students who have participated in the flipped classroom is better , hence the need to further develop this pedagogy in dentistry.
Recommended Citation
ELHIJAZI, Manal and BENYAHYA, Ihsane
(2025)
"Flipped classroom versus lecture: a quasi-experimental study evaluating the performance of dental students.”,"
Health Sciences: Vol. 6
:
Iss.
1
, Article 3.
Available at:
https://doi.org/10.56264/2658-865X.1104
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