Student learning performance and satisfaction with a flipped classroom in undergraduate dental pharmacology education

IntroductionThe flipped classroom (FC) model of blended learning has become more feasible with the advancement of digital technology platforms. Monitoring a FC approach in curriculum delivery provides an opportunity to evaluate its impact on student exam outcomes and satisfaction. Presented here is examination performances and learning experiences in undergraduate dental students taking pharmacological course material using a FC approach compared to that of a traditional classroom (TC) model. MethodNinety- seven students experiencing a FC delivery is compared to 129 students taking a TC approach over 2 academic years. Course lecture topics, scheduling and assessment are consistent across both modes of delivery. At the end of each academic year an anonymous student survey with a closed end question was conducted to gain student feedback regarding course satisfaction. ResultsThe FC positively improved student examination performances compared to the TC approach with a seven percent increase in the percentage mean exam grade and a 15% increase in the number of students obtaining exam grades greater than 50%. An increase in the proportion of students achieving higher grades overall is seen in the FC versus the TC approach from the frequency distribution of exam results. The students also rated the FC more positively in the feedback satisfaction compared to the TC student cohort. ConclusionIn summary the student exam grades and feedback here indicate the FC having a positive impact on student outcomes and experience compared to the TC approach. These findings provide evidence to dental pharmacological educators that a FC curriculum delivery can lead to an improvement in student performances in this subject area.