Effectiveness of Flipped Learning Compared to Conventional Instruction in Teaching Tooth Extraction to Dental Students

Abstract

Objectives This study aimed to compare the effectiveness of conventional theoretical instruction and flipped learning supported by demonstrative videos in teaching tooth extraction to dental students.Methods A prospective, comparative study was conducted during the 2024-2025 academic year with 112 fourth-year dental students who had no prior experience in tooth extraction. Students were randomized into a flipped learning group (n = 62) and a control group (n = 50). The flipped group received video-based procedural education, while the control group received conventional lectures. Following their first clinical extraction, all students completed a seven-item questionnaire assessing unaided performance, anxiety, preparedness, and perceived competence. Statistical analyses included Chi-square and Mann-Whitney U tests, with effect sizes reported as rank biserial correlation (r).Results A significantly greater proportion of students in the flipped group performed the extraction without assistance compared to the control group (58.1% vs. 36.0%, p = 0.0468). The flipped group also reported lower procedural anxiety (p = 0.0468, r = 0.21) and greater perceived sufficiency of instrument training (p = 0.0224, r = 0.24). However, no significant group differences were observed in perceived usefulness of instruction, theoretical preparation, or self-rated instrument competence.Conclusions Flipped learning improved students' procedural independence and reduced anxiety during their first clinical extraction. While beneficial for technical and emotional preparedness, flipped instruction alone may not sufficiently enhance students' self-perceived competence or theoretical readiness. These findings support incorporating flipped learning into dental curricula while highlighting the need for complementary strategies to foster clinical confidence