The implementation of a flipped classroom approach at a UK dental school

Rebecca S.L. Binnie* (Corresponding Author), Stephen J. Bonsor

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Introduction 

The flipped classroom (FC) format involves the student reviewing the theoretical subject matter through material provided prior to a face-to-face teaching session. The intention is that because the student is familiar with the material, they will derive more from the tutor contact time. This format has been shown to increase student satisfaction, performance and cognitive development, and delivers better academic attainment. 


Method 

The present paper describes the transition from a traditional lecture-based approach to a blended FC format in the delivery of the application of dental materials and biomaterials course at a UK dental school during the academic year 2019/2020, and compares student feedback before and after the transition. 

Results 

The formal and informal feedback received from students after the change was entirely positive. 

Discussion 

FC shows great promise as an andragogic tool in a clinical discipline, but further quantitative research is required, especially in respect to measuring academic attainment. Introduction

Original languageEnglish
Pages (from-to)405-408
Number of pages4
JournalBritish Dental Journal
Volume231
Issue number7
Early online date8 Oct 2021
DOIs
Publication statusPublished - Oct 2021

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