Analysis of different factors on dental students' perception of a flipped classroom model: A 6‐year follow‐up study

Abstract

AbstractIntroductionTo evaluate different factors affecting two different cohorts of dental students' perceptions with the flipped classroom (FC) model in a preclinical dental course over six years.Materials and MethodsIn 2016 (cohort #1) and 2022 (cohort #2), second‐year dental students participated in FC model in a preclinical dental course consisting of pre‐class recorded videos and lectures along with classroom interactive exercises. Students then completed an anonymous pen‐and‐paper survey evaluating three factors influencing students' overall study experience with the FC model. Survey responses from cohort #1 and cohort #2 were compared to assess the effect of generation, student demographics and COVID‐19 pandemic on students' perceptions.ResultsWhen asked to rate the FC experience out of 5, the mean ratings of cohort #1 and cohort #2 were 4.3 (±0.9) and 4.0 (±0.8), respectively. Cohort #2 preferred viewing slides and videos prior to class and had a higher agreement that pre‐class course materials were beneficial to class preparation. Conversely, cohort #1 had a higher agreement that in‐class discussion and exercises helped them to learn course content. From cohort #2, 88.6% of males and 71.6% of females preferred the FC approach over traditional lecture.ConclusionBoth cohorts reported positively with the FC model of teaching. Cohort #2 had higher positive reports with the pre‐class work and cohort #1 had a higher positive report with in‐class work. Course design should reflect the students' points of view and learning perspectives with careful consideration of the student population in the classroom.