ArticlePeerJ2025
Application of the flipped classroom model based on Bloom's Taxonomy of Educational Objectives in endodontics education for undergraduate dental students.
Article in PeerJ, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- Cognitive-level analysis of dentomaxillofacial radiology questions in the Turkish dentistry specialization examination: a Bloom's revised taxonomy analysis.BMC oral health · 2026Article
- Cognitive alignment and assessment validity in a high-stakes dental specialty examination: a Bloom's taxonomy-based analysis.BMC medical education · 2026Article
- Comparison of the teaching effect of problem-based learning and case-based learning teaching methods in dental endodontics education.Frontiers in medicine · 2026Article
- Application of virtual simulations in the practical teaching of clinical microbiology laboratory courses.BMC medical education · 2025Article
Corrections and comments
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Authors and funding
2 authors.
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Abstract
Introduction: The current study was conducted to compare the effects of the lecture method of teaching and the flipped classroom model based on Bloom's Taxonomy of Educational Objectives on the teaching of endodontics curriculum to undergraduate students majoring in stomatology, and to develop a standardized teaching process based on the flipped classroom model. Materials and Methods: A standardized flipped classroom model based on Bloom's Taxonomy of Educational Objectives was established. Two groups of undergraduate students majoring in stomatology received instruction in a portion of the endodontics curriculum using either the lecture method or flipped classroom model of teaching. A teaching questionnaire was administered to evaluate the students' mastery of theoretical knowledge, understanding of learning objectives, satisfaction of teaching method, and learning interest. The SPSS 26.0 software was used for statistical analysis, and the Results: Both learning model cohorts filled out assessment questionnaires upon completion of the pilot curriculum. Compared with the responses from students in the lecture-based group, the self-rating of theoretical knowledge reported by students in the flipped classroom cohort increased by 10.9%, from 7.1 ± 0.8 to 7.9 ± 0.7 ( Conclusions: The flipped classroom teaching model based on Bloom's Taxonomy of Educational Objectives, combined with humanistic teaching objectives, can improve the efficacy of instruction, and merits popularizing and applying in the teaching of undergraduate students majoring in stomatology.
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Registered trials
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