Trial reportBMC medical education2026
Implementing peer-assisted learning in a dental flipped classroom: a model for postgraduate-undergraduate collaboration.
Trial report in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
9 authors.
Funding
Abstract
objectiveThis study focuses on the application of the flipped classroom combined with postgraduate-undergraduate collaboration (FC-PUC) teaching model in stomatological education. It aims to evaluate the impact of this integrated model on undergraduate students' clinical operational competence, critical thinking, and learning satisfaction in stomatology courses.
methodsA mixed-methods research approach was adopted. A total of 120 undergraduate students majoring from Hainan Medical University were randomly divided into three groups, which received traditional teaching (Lecture-based Learning, LBL), conventional flipped classroom teaching, and the flipped classroom combined with postgraduate-undergraduate collaboration teaching, respectively. By comparing the assessment scores, skill operation ratings, and student feedback across the three groups, the teaching effectiveness of the FC-PUC model was thoroughly investigated.
resultsNo statistically significant difference was observed in the scores on basic knowledge questions among the three groups (p > 0.05). In contrast, scores on case analysis questions, total theoretical scores, and the performance in three practical skills-tooth preparation for full crown restoration, pit and fissure sealing, and intraoral suturing-all exhibited a significant gradient difference (PUC-FC group > FC group > LBL group, p < 0.05). The satisfaction survey indicated that, except for the dimension of rationality of class hour arrangement where no inter-group difference was found, the PUC-FC group achieved significantly higher ratings than the FC and LBL groups in other dimensions including course quality, teaching resources, and practical sessions.
conclusionThe flipped classroom combined with postgraduate-undergraduate collaboration model significantly improves students' operational precision, case analysis ability, and learning satisfaction. This study provides a novel pathway for optimizing stomatological education.
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