Comparison of the Effects of Flipped Classroom and Traditional Teaching on Practical Skills and Satisfaction of Dental Students in Orthodontics

Abstract

Introduction: The flipped classroom method has high potential for improving the learning process by enhancing sustainable practical skills and increasing student satisfaction. This study compared the effects of flipped and traditional teaching methods on orthodontic practical skills, learning retention, and student satisfaction.

Method: In this semi-experimental study, 79 dental students were randomly assigned to traditional teaching and flipped teaching groups. In the flipped group, a standardized instructional video was provided prior to class, and class time was dedicated to practical exercises and troubleshooting. Students’ skills were assessed immediately and two months after training, and satisfaction was measured using the questionnaire developed by Norouzi et al. Data were analyzed using SPSS version 20 software with independent samples t-tests, paired t-tests, and Chi-square tests at a significance level of 0.05.

Results: No significant difference was observed between the scores of the two groups in the immediate post-test (P > 0.05). However, in the delayed test, the mean scores of both orthodontic components (Adams clasp and labial bow) were significantly higher in the flipped teaching group compared to the traditional teaching group (P < 0.05). Furthermore, student satisfaction with the teaching method for Adams clasp was significantly higher in the flipped group (P = 0.001), whereas no significant difference in satisfaction was observed for the labial bow component between the two groups (P > 0.05).

Conclusion: The use of the flipped teaching method in practical orthodontic education can not only enhance students’ clinical skills but also increase their satisfaction with the learning process. The application of this novel approach in dental clinical education as an alternative to traditional methods requires further investigation.