Flipped classroom for the teaching of access cavity preparation in Endodontics
DOI:
https://doi.org/10.30979/rev.abeno.v18i2.584Keywords:
Education. Teaching. Learning. Peer-Learning. Endodontics.Abstract
The objective of this study was to evaluate the flipped classroom as a teaching-learning strategy for endodontic cavity access. Individualized study material for students was made available online through desktop and mobile application software with demonstrative texts, images and videos. In the face-to-face classes, the knowledge acquired in the previous study was evaluated by an individual test and individual responses were discussed in groups monitored by the teacher who conducted the conference and critical reflection of the answers. Next, a problem case was presented accompanied by questions to be solved by the students in a group. There was discussion of the answers until the understanding and solution of the presented problem. Videos with the sequence of procedures for “endodontic access cavity preparation” in simulated teeth were watched before and during the execution of the laboratory practice. Among the students, 92.8% agreed that the flipped classroom is a good teaching-learning method, and all believed that it was adequate for learning “endodontic access cavity”, even though the majority (64.2%) recognized that they would have difficulties in mastering the content. After the laboratory activity, all the students were satisfied and confirmed that the method contributed to their learning. In addition, 92.8% agreed that the teaching strategy exceeded expectations and were motivated for other experiences. The data of the retrospective pre–post self-assessment skills showed that there was significant learning by the students and all were considered qualified after the DOPS (Direct Observation of Procedural Skills) by the teacher. It was concluded that the flipped classroom was adequate for “endodontic access cavity” study.
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