Flipped Classroom Experiences in Clinical Dentistry – A Strategic Mini-Review



Abdullah Aljabr1, *
1 Department of Medical Education, College of Dentistry, Majmaah University, Al-Majmaah 11952, Saudi Arabia


Article Metrics

CrossRef Citations:
0
Total Statistics:

Full-Text HTML Views: 402
Abstract HTML Views: 240
PDF Downloads: 205
Total Views/Downloads: 847
Unique Statistics:

Full-Text HTML Views: 242
Abstract HTML Views: 115
PDF Downloads: 143
Total Views/Downloads: 500



Creative Commons License
© 2021 Abdullah Aljabr

open-access license: This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International Public License (CC-BY 4.0), a copy of which is available at: https://creativecommons.org/licenses/by/4.0/legalcode. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

* Address correspondence to this author at the Department of Medical Education , College of Dentistry , Majmaah University, AL-Majmaah 11952, Saudi Arabia; Tel: +966555122114; Fax: +9660164227184; E-mail: aa.jabr@mu.edu.sa


Abstract

Background:

Pedagogy in dental education has evolved over the decades. Today, many alternative modes of content delivery are being used as an adjunct to the traditional classroom. A flipped classroom is one among those that are being explored for teaching clinical dentistry.

Objective:

This mini-review is aimed at evaluating the available evidence in the efficacy of flipped classrooms and its related aspects in the learning curve of clinical dentistry.

Methods:

A thorough literature search on electronic databases for all the studies focusing on the following evidence-based question: “Is Flipped classroom in clinical dentistry a useful mode of pedagogy delivery? was performed. A combination of MeSH terms using Boolean operators “AND,” “OR:” FLIPPED [All Fields] AND (“dental health services” [MeSH Terms] AND “health” [All Fields] AND “services” [All Fields]) OR “dental” [All Fields]) AND (“learning” [MeSH Terms] OR “learning” [All Fields]). Specific terms such as “Perio” OR “Prostho” OR “Restorative” OR “Ortho” OR “Oral medicine” OR “Maxillofacial surgery” OR “Pediatric” OR “endo” was also used. Data from these articles addressing the aim of this study was extracted.

Results:

A total of 16 articles were considered for the review. The majority of the studies considered flipped classroom as a successful model of pedagogy. The most common mode of outside classroom activity was pre-recorded videos. In-classroom activities, a combination of seminars, interactive discussions, and quiz were explored. Time constraints, lack of faculty development programs are considered to be negative factors for the success of the flipped classroom.

Conclusion:

Within the limitation of the study, flipped classroom can be adapted as a method of pedagogy in clinical dentistry.

Keywords: Flipped classroom, Traditional classroom, Dentistry, Clinical, Review, Flipped learning, Pedagogy.