Aljabr A. Flipped Classroom Experiences in Clinical Dentistry – A Strategic Mini-Review. Open Dent J, 2021; 15: . http://dx.doi.org/10.2174/1874210602115010717
Background:
Dental education has changed a lot over the years, introducing new teaching methods alongside traditional lectures. One of these methods is the flipped classroom (FC), which focuses on active learning. In this approach, students review instructional material at home before coming to class, which allows for more engaging and interactive activities during class time. This mini-review looks at how effective flipped classrooms are in clinical dentistry and their effects on student learning.
Methods:
To gather information, a thorough search was conducted in several online databases like PubMed, Scopus, and Google Scholar. The aim was to find studies that specifically looked at flipped classrooms in clinical dentistry. Only studies published in English that addressed both teaching and clinical practice were included, while those not relevant to clinical dentistry were excluded. In total, 16 studies were selected for review.
Results:
The review of the 16 studies showed mostly positive results for flipped classroom methods. Many studies found that activities like watching pre-recorded videos before class helped students be more involved when they met in person. In-class activities included discussions, seminars, and quizzes that promote teamwork and engagement. However, some challenges were noted, such as limited time and a lack of training for faculty, which could hinder successful implementation.
Conclusion:
Overall, this mini-review suggests that the flipped classroom approach can be an effective teaching method in clinical dentistry, improving student involvement and learning compared to traditional lectures. While the results are encouraging, more research is needed to tackle the challenges identified and to enhance the use of flipped classrooms in dental education. This review can help inform future studies and assist educators in refining their teaching strategies in clinical dentistry. I urge the University of Manchester to allow students to have recordings of lectures beforehand to facilitate this type of learning to foster more effective learning environments.
Research Summary Written By: Haris Tariq, University of Manchester, BDS3