A comparative study of the flip classroom teaching method versus traditional classroom teaching method in undergraduate dental students in the Oral surgery department at Liaquat College of Medicine and Dentistry

Abstract

Background: Students' lack of interest in the subject is caused by the passive nature of traditional teaching methods, which has an impact on the teaching-learning process. With the flipped classroom approach, students receive pre-handouts and instructional materials. They also actively participate through a variety of interactive techniques, which makes the material more engaging and increases the likelihood that the teaching and learning objectives will be accomplished.

Objective: The aim of the study was to compare flip classroom teaching method versus the traditional classroom teaching methods in undergraduates dental students as well as to evaluate the feasibility of implementing a flip method in our department.

Materials And Methods:

Study:  The study design was a interventional study

Sample Size: The sample size was 150

Study Duration: 2022-2023 (1 year)

The sample was categorized into two groups:

Group A and Group B

Inclusion Criteria:  All students with access to the internet can view the videos and teaching material before class.

Exclusion criteria: Any student who remain absent in either of class during flip activity was excluded from the study.

Data Analysis: Pre- validated structured feedback was taken from both students and faculties in 5 points Likert’s scale questionnaires.

Results: The results of the paired t-test indicate that, for both groups, the flip classroom method is statistically significant (P < 0.05) compared to the traditional method. According to student input, the flip 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, active intervention in the form of the flip classroom method enhances both the teaching-learning outcome and the overall academic performance of students.

Keywords: Flip classroom, Interventional methods, Teaching learning methods, Dental students.