Flipped classroom in dental education: A scoping review

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.

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