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ORIGINAL ARTICLE
Year : 2017  |  Volume : 6  |  Issue : 3  |  Page : 135-139

Perspectives of undergraduate oral radiology students on flipped classroom learning


Department of Oral and Basic Clinical Sciences, College of Dentistry, Taibah University, Almadinah Almunawwarah, Saudi Arabia

Correspondence Address:
Dr. Ebtihal H Zain-Alabdeen
Department of Oral and Basic Clinical Sciences, College of Dentistry, Taibah University, Almadinah Almunawwarah
Saudi Arabia
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/sjhs.sjhs_107_17

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Objective: This study serves as an early exploration of the benefits and limitations of the flipped classroom (FC) teaching strategy, as perceived by oral radiology undergraduate dental students, as well as of the resistance and challenges expected when applying it. Materials and Methods: A video lecture was presented to 50 oral radiology students 2 days before the lecture date as FC preparation, after which class time was used for exercise questions and discussion. A questionnaire with 5-point Likert scale and two open questions was used to measure students' perspectives toward FC. Results: The main concerns about FC reported by the students (54%) were lack of time for preparing for class and a high comfort level with traditional lectures. The main positive perspectives were that FC provides more time for questions and discussions (60%), students were motivated to learn more about FC (50%), and students were willing to use videos and technology in the learning process (60%). Conclusions: Students' perceptions about FC were reserved because of the insufficient amount of time they had to prepare for it and because they were more accustomed to traditional-style lectures. Nevertheless, students were willing to learn more about FC and how to use technology to improve the learning process. If FC was to be adopted, further faculty development would be needed to better enhance the learning process for oral radiology students.


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