Effectiveness of Flipped Learning Compared to Conventional Instruction in Teaching Tooth Extraction to Dental Students
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: OBJECTIVES: This study aimed to compare the effectiveness of conventional theoretical instruction and flipped learning supported by demonstrative videos in teaching tooth extraction to dental students. METHODS: A prospective, comparative study was conducted during the 2024-2025 academic year with 112 fourth-year dental students who had no prior experience in tooth extraction. Students were randomized into a flipped learning group (n = 62) and a control group (n = 50). The flipped group received video-based procedural education, while the control group received conventional lectures. Following their first clinical extraction, all students completed a seven-item questionnaire assessing unaided performance, anxiety, preparedness, and perceived competence. Statistical analyses included Chi-square and Mann-Whitney U tests, with effect sizes reported as rank biserial correlation (r). RESULTS: A significantly greater proportion of students in the flipped group performed the extraction without assistance compared to the control group (58.1% vs. 36.0%, p = 0.0468). The flipped group also reported lower procedural anxiety (p = 0.0468, r = 0.21) and greater perceived sufficiency of instrument training (p = 0.0224, r = 0.24). However, no significant group differences were observed in perceived usefulness of instruction, theoretical preparation, or self-rated instrument competence. CONCLUSIONS: Flipped learning improved students' procedural independence and reduced anxiety during their first clinical extraction. While beneficial for technical and emotional preparedness, flipped instruction alone may not sufficiently enhance students' self-perceived competence or theoretical readiness. These findings support incorporating flipped learning into dental curricula while highlighting the need for complementary strategies to foster clinical confidence.
Source: Journal of Dental Education
DOI: 10.1002/jdd.70073
Authors: Emine Asena Singer, Emrecan Ertaş, Emel Bulut, Gülşen Demir, Oğuzhan Koca, Ahmet Yaşarsoy
Institution: Ondokuz Mayıs University
Language: English
Field: Medicine
Domain: Health Sciences
Open Access status: green
OpenAlex ID: W4415419658