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.
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.
The formal and informal feedback received from students after the change was entirely positive.
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
No fnancial support was received to produce this paper