European journal of dental education : official journal of the Association for Dental Education in Europe · 2026
Flipped Classroom Method Improves Anatomy and Histology Lab Education: Evaluating the Effects on Satisfaction and Learning in Dental Students.
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Mirzaei Fatemeh, Bakhtiari Abbas, Bahmanzadeh Maryam, Shiri Elham
Аннотация
BACKGROUND: Anatomy and histology are basic courses in dental education. This study aimed to evaluate the effectiveness of the flipped classroom method compared to lecture-based learning in the anatomy and histology practical course for dental students. To reach this aim, the academic performance and satisfaction of students trained using the flipped classroom method were evaluated and compared with those of students trained through lecture-based instruction.
METHODS: A randomized controlled trial assigned first-year dental students to a flipped classroom (n = 106) or lecture-based instruction (n = 107). Satisfaction was assessed using a validated questionnaire, and the effectiveness of the method was evaluated through pre- and post-tests, formative assessments, and an objective structured practical exam (OSPE). Statistical analysis was performed using SPSS version 24.
RESULTS: Data analysis of pre-test scores, showed no significant difference between groups (p = 0.9689), while post-test scores (8.37 ± 0.22 vs. 4.34 ± 0.33, p < 0.0001) and final OSPE scores (7.59 ± 0.25 vs. 5.37 ± 0.26, p < 0.0001) were meaningfully higher in the intervention group compared to the control group. Overall student satisfaction scores were high (84%), particularly in motivation and improvements in deeper learning, and knowledge retention, although peer interaction and teamwork were slightly lower.
CONCLUSION: The flipped classroom method, compared to the traditional lecture-based method, significantly improved the learning, performance, and satisfaction of dental students at Hamadan University of Medical Sciences in these courses.
METHODS: A randomized controlled trial assigned first-year dental students to a flipped classroom (n = 106) or lecture-based instruction (n = 107). Satisfaction was assessed using a validated questionnaire, and the effectiveness of the method was evaluated through pre- and post-tests, formative assessments, and an objective structured practical exam (OSPE). Statistical analysis was performed using SPSS version 24.
RESULTS: Data analysis of pre-test scores, showed no significant difference between groups (p = 0.9689), while post-test scores (8.37 ± 0.22 vs. 4.34 ± 0.33, p < 0.0001) and final OSPE scores (7.59 ± 0.25 vs. 5.37 ± 0.26, p < 0.0001) were meaningfully higher in the intervention group compared to the control group. Overall student satisfaction scores were high (84%), particularly in motivation and improvements in deeper learning, and knowledge retention, although peer interaction and teamwork were slightly lower.
CONCLUSION: The flipped classroom method, compared to the traditional lecture-based method, significantly improved the learning, performance, and satisfaction of dental students at Hamadan University of Medical Sciences in these courses.