|In Class Time Method
||Number of Subjects
|Post test results showed better with Flipped classroom students.
Mean self-assessment grade for FC was 6.21 and for TC was 3.27.
90.9% believed that blended learning is more effective than traditional before the course and 87.5% believed the same after the course.
90.9% and 91.7% (before and after) believed that blended learning motivates students more than traditional
|Time concern – is the major drawback of the FC.
student free time was lesser with the FC
||Pre and Post test
||All the students found flipped learning to be effective; more than 90% believed it was a better way to prepare them for a health care profession
||FC is effective in learning oral radiology.
|Bohaty SB et al.
||E – lectures
||Discussion and quiz
||Striking improvement in the grades earned by students in the flipped classroom.
their overall satisfaction with the flipped classroom
Saudi Arabia 
||Video lecture of 30 min
||Exercise, questions and
||FC provides more time for questions and discussions (60%)
students were motivated to learn more about FC (50%), and students were willing to use videos and technology in the
learning process (60%).
|Students’ perceptions about FC were reserved.
insufficient amount of time to prepare for it, because they were more accustomed to traditional-style lectures – lack of faculty development
|Gadbury-Amyot CC et al.
|72% reported watching all/more than half of the prerecorded lectures versus 62% of the SP14.
In the SP15 cohort, 68% used active learning strategies when,
watching the lectures versus 58.3% of the SP14 cohort.
The time of day they watched the videos,
Both SP14 and SP15 students reported being unlikely to read assigned materials prior to coming to
|Course redesign appeared to engage students in self-directed active learning.
More work is needed to examine strategies for promoting study practices .
|Team based learning (TBL)
||Teaching material through the e- learning system
|TBL classes had slightly higher scores than
flipped classroom classes.
No significant differences both considered to be highly satisfactory.
|Both TBL and FC were effective, with TBL superseded the FC
|Seo CW et al.
||You tube platform.
Micro lectures of 20 min each
(additional- treatment/surgery fields through Google
Cardboard virtual reality (VR) and live surgery broadcasting
||YouTube is a suitable platform that facilitates self-directed learning in flipped classroom.
82.6% student adjudged the Video in you tube is better to learn than the classroom.
|Research on various platforms for learners to be done and FC will eventually be successfully integrated into dental education
|Lee C and Kim SW 2018
||23-minute short video lecture with an annotated Power Point presentation
||Periodontal Diagnosis and
||Student quiz score improved in flipped classroom.
84% of the students agreed or strongly agreed FC was effective for learning periodontal DTP
|For effective FC sessions, faculty development is essential
|Elledge R et al.
||e-learning resource – virtual learning environment (VLE)
||An interactive tutorial
based on the problems and learning objectives they had identified
|There was no difference in answering for the single best answer quiz before and after the flipped classroom and traditional classroom group.
Student feedback was positive with the flipped classroom, preferred flipped than traditional classroom.
|VLE as a stand-alone educational intervention or as part of a “blended” learning approach will need to be compatible with multiple devices.
self-directed, autonomous andragogy (adult education),is required where flexibility and accessibility will be important
|Slaven CM et al.
|Traditional instruction with videos incorporated.
into the presentation (TIV), and traditional instruction
with lecture only (TI)
PowerPoint (Microsoft for Mac 2011, Version 14.6.4)
|Discussion in small group and quiz
||96 students divided in to 3 groups
||Though there was no difference in the quiz answered between the groups. in the flipped classroom students had slightly higher satisfaction scores on course satisfaction and module usefulness
||FC considered to be useful for Less experienced lecturers and lecturers who struggle using traditional methods, where they can utilize more Interactive method of learning that can be equally effective to traditional instruction specially while teaching topic such as BGT (behavior guidance therapy)
|Isherwood G et al.
||videos via a virtual learning environment
||60 students, 30 in each group
||No difference was seen between the group in both management of orthodontic emergencies and regular orthodontic treatment.
||Videos encourage more effective learning, improved engagement, awareness of learning needs.
FC resulted in comparable examination performance and improved levels of satisfaction
|Lundgren N et al. 2020
||Lecture, which is accompanied by reading instructions or a case
||seminars and quiz
||Example given of Periodontics in Quiz
||Higher levels of activity, engagement, and attendance amongst the
students, and for the first time in many years according to the course
|FC seminar uses active and
cooperative learning strategies- can be an active part of new model of learning MALMO model.
This is the right path and a fruitful way of teaching and learning in dental education today
|Bock A et al.
||The e-learning program was implemented using the existing learning management system (e Media Skills Lab) of
the Medical Faculty (26.5 min each video)
||Oral and Maxillofacial Surgery
||Overall, the e-learning program was rated with a mean (SD)score of 1.86.
students felt well prepared for the clerkship and daily clinical practice.
|Increased motivation to study more using the FC.
For the surgical clerkship in OMFS, surgical video delivery via FC considered to be more beneficial.
A special name “Flipped OR “ was suggested to teach the surgical procedures during the clerkship or internship.
|Qutieshat AS et al.
||E-lectures (31 to 79 minutes) and one to three recent scientific articles that covered similar.
subjects to the e-lectures
|Interactive session as a slideshow
||364 = TC
|The students’ overall grades in the blended learning cohort were an average 7.25 points higher than in the control cohort.
||Students’ perceptions were positive and supported the adoption of a blended learning model in the course
|Fadel HT et al. 2021
||Pre – recorded videos
||Interactive discussions and posing group questions, with the
implementation of peer instruction and the utilization of a
web-based audience response system
||No difference between TC and FC
The mean pre- and post-test scores were 3.98±1 and 3.61±1, respectively
|A higher margin of
disagreement with the posed statements was observed with the FC which could represent their refusal to accept suddenly introduced new teaching/learning method
|Kishimoto N et al. 2021
||Pre – recorded video
||Simulation exercise – tele-simulation
||Improved learners’ comprehension and resulted in positive feedback via the
|It is possible to remotely learn medical emergency management in dental clinics using Zoom