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In the modern era every knowledge providers designs the class in such a way that students understand every possible concepts. In the Dental education system where the students have to conceptualize the lectures as it mandates for them to do day to day dental procedures. The aim of this prospective study is to evaluate students performance university examination of conservative dentistry and endodontics subject. A total of 150 students enrolled in this study from two consecutive academic sessions. In Group I (2015-2016) final year graduate students of 75 students received conventional class room lectures; group II (2016-2017) final year graduate students of 75 students received flipped class room lectures. The curriculums for both the groups were approved from the department of conservative dentistry and endodontics, Saveetha dental college and committee members for education, Saveetha University. At the end of each academic year marks scored out of 200 marks were obtained and subjected to statistical analysis. All the students cleared the university examination held at respective academic years for both the groups. The mean marks obtained for CCR group was 130.93 ± 9.12 and for FCR group was 150.35 ± 10.93.). Independent samples test revealed there is highly significant difference seen (p <0.01). Flipped class room showed promising results when compared to conventional class room groups in conservative dentistry and endodontics subject amongst final year graduate students. Designing the curriculum for flipped class room lectures takes some additional time than conventional classes. The number of distinctions obtained in flipped class room group was higher than conventional class room group.


Flipped class Conventional class Lectures Conservative dentistry Endodontics Final year graduates

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Deepak Nallaswamy V, Pradeep Solete, & Subha M. (2019). Comparative study on conventional lecture classes versus flipped class in teaching conservative dentistry and endodontics. International Journal of Research in Pharmaceutical Sciences, 10(1), 689-693. Retrieved from