Effectiveness of Flipped Classroom and Traditional Didactic Classroom in Paediatric Dentistry Education—A Systematic Review With Meta‐Analysis of Randomised Controlled Trials

Abstract

ABSTRACT Introduction The flipped classroom (FC) is a contemporary teaching strategy that has gained considerable attention in recent years. This model relies on technology‐based resources, including videos and handouts, to deliver illustrative content and core subject material to learners. Given the current emphasis on enhancing both undergraduate and postgraduate education, it is imperative to evaluate the usefulness of FC in the field of paediatric dentistry. Aim To compare the effectiveness of the FC with the didactic classroom in paediatric dentistry education. Methodology This systematic review and meta‐analysis adhered to the PRISMA 2020 guidelines. A comprehensive search was conducted in PubMed, Scopus and EBSCOhost databases. Titles and abstracts were screened, and relevant data were extracted using a standardised form. The revised Cochrane risk of bias tool (RoB 2.0) was applied. A fixed‐effects meta‐analysis using standardised mean difference (Hedges' g) was performed for studies comparing flipped and traditional teaching methods. Results Among 101 identified studies, four randomised controlled trials (RCTs) fulfilled eligibility criteria. The overall risk of bias was moderate due to limitations in randomisation and blinding. Quantitative synthesis of post‐intervention knowledge assessment scores demonstrated that the FC significantly improved learning outcomes compared to traditional teaching (Hedges' g = 0.54, 95% CI: 0.22–0.87, p = 0.001), with no evidence of heterogeneity ( I 2 = 0%). Conclusions FC strategies, incorporating interactive and discussion‐based learning, demonstrated a moderate improvement in knowledge acquisition compared to traditional teaching methods. However, further high‐quality RCTs need to be conducted using different techniques under FC education.