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

Rebecca S.L. Binnie; Stephen J. Bonsor

doi:10.1038/s41415-021-3125-6

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

Dental Education

University of Aberdeen

Research output: Contribution to journal › Article › peer-review

8 Citations (Scopus)

5 Downloads (Pure)

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 language	English
Pages (from-to)	405-408
Number of pages	4
Journal	British Dental Journal
Volume	231
Issue number	7
Early online date	8 Oct 2021
DOIs	https://doi.org/10.1038/s41415-021-3125-6
Publication status	Published - Oct 2021

Bibliographical note

Acknowledgements:
No fnancial support was received to produce this paper

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Cite this

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AB - 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

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

Abstract

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