A study comparing the flip classroom approach to the conventional classroom approach among undergraduate dental students in Oral Surgery department at Liaquat College of Medicine and Dentistry

Abstract

Objective: The aim of the study was to assess the possibility of introducing a flipped classroom approach in our department and to compare undergraduate dental student's exposure to the flipped classroom approach to conventional classroom approach.

Methodology: An interventional study spanning from 2022 to 2023 with a sample size of 150 undergraduate dental students utilized a simple randomized sampling technique. Participants were categorized into two groups: Group A and Group B. Inclusion criteria mandated that all undergraduate dental students with internet access could watch videos and access teaching resources before class. However, students who missed classes during the flipped activity were excluded from the study. Pre-validated organized feedback was collected using 5-point Likert scale questionnaires from undergraduate dental students.

Results: The results of the paired t-test indicate that, for both groups, the flippedclassroom approach is statistically significant (P < 0.05) compared to the conventional classroom approach. According to student input, the flipped approach is more engaging and sparks interest in the subject matter, but faculty feedback indicates that it takes more staff, time, and resources.

Conclusion: When compared to the typical passive teaching-learning approach, the flipped classroom approach is an active intervention that improves both the teachinglearning outcome and students overall academic performance.