Volume 21, Issue 2 (Summer 2026)
jmed 2026, 21(2): 1600-1612 |
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Azizi M, Ataei A, Barzegar S, Salehiniya H. Comparison of the Effects of Flipped Classroom and Traditional Teaching on Practical Skills and Satisfaction of Dental Students in Orthodontics. jmed 2026; 21 (2) :1600-1612
URL: http://jmed.ssu.ac.ir/article-1-1634-en.html
URL: http://jmed.ssu.ac.ir/article-1-1634-en.html
Birjand University of Medical Sciences , atefehataei0@gmail.com
Abstract: (21 Views)
Background and Objective: One of the fundamental challenges in dental education is enhancing sustainable practical skills and increasing student satisfaction. The flipped teaching method has shown high potential for improving the learning process. This study aimed to compare the effects of flipped classroom and traditional teaching methods on orthodontic practical skills, learning retention, and student satisfaction.
Methods: In this semi-experimental study conducted on 79 eighth-semester dental students at the Faculty of Dentistry, Birjand University of Medical Sciences, participants were randomly assigned to two groups: traditional teaching and flipped teaching. In the flipped teaching group, instructional videos were provided prior to the class, and class time was dedicated to practical exercises and troubleshooting. Skills were assessed through two standardized practical tests (immediately after training and two months post-training), and satisfaction was measured using a questionnaire. Data were analyzed using independent t-tests, paired t-tests, and Chi-square tests.
Results: No significant difference was observed between the scores of the two groups in the immediate post-test. However, in the delayed test, the mean scores of both orthodontic segments (Adams clasp and Shibao bow) were significantly higher in the flipped teaching group compared to the traditional teaching group (p< 0.05). Furthermore, student satisfaction with the Adams clasp teaching method was significantly higher in the flipped teaching group (P=0.001).
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.
Methods: In this semi-experimental study conducted on 79 eighth-semester dental students at the Faculty of Dentistry, Birjand University of Medical Sciences, participants were randomly assigned to two groups: traditional teaching and flipped teaching. In the flipped teaching group, instructional videos were provided prior to the class, and class time was dedicated to practical exercises and troubleshooting. Skills were assessed through two standardized practical tests (immediately after training and two months post-training), and satisfaction was measured using a questionnaire. Data were analyzed using independent t-tests, paired t-tests, and Chi-square tests.
Results: No significant difference was observed between the scores of the two groups in the immediate post-test. However, in the delayed test, the mean scores of both orthodontic segments (Adams clasp and Shibao bow) were significantly higher in the flipped teaching group compared to the traditional teaching group (p< 0.05). Furthermore, student satisfaction with the Adams clasp teaching method was significantly higher in the flipped teaching group (P=0.001).
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.
Keywords: Flipped classroom, Traditional teaching, Orthodontics, Practical skills, Student satisfaction, Dental education
Type of Study: Research |
Subject:
Medical Education
Received: 2026/06/23 | Accepted: 2026/09/16 | Published: 2026/09/28
Received: 2026/06/23 | Accepted: 2026/09/16 | Published: 2026/09/28
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