Effectiveness of conventional lecture, flipped classroom, and team-based learning in fixed prosthodontics:A term-end examination comparison

抄録

Active learning, including flipped classroom (FC) and team-based learning (TBL), is an instructional approach wherein students actively engage in self-directed learning. In FC format, students are required to study and / or take an examination, for some types, before the actual class. TBL format involves small group discussions, and students prepare for class by completing assigned tasks. However, no studies have compared the effectiveness of TBL, FC, and conventional lectures in the field of prosthodontics. Therefore, this study aimed to compare the effectiveness of conventional lectures, FC, and TBL formats by analyzing term-end examination data. We conducted a questionnaire survey of the items in accordance with the university class evaluation questionnaire. Dentists, including hospital residents and PhD students, achieved higher scores on the referential examination than undergraduate students. Students reported higher FC and TBL scores when normalized against dentists’ scores, surpassing the scores obtained in conventional lectures. There were no significant differences in the validity or difficulty of questions across the various teaching formats. Moreover, student feedback via questionnaires indicated that FC and TBL formats provided more dedicated preparation and review time than conventional lectures. Our study highlights the effectiveness of FC and TBL in comparison to conventional lectures in fixed prosthodontics. J. Med. Invest. 73 : 44-51, February, 2026