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Abstract：
The purpose of this study was to determine the students\' attitudes before and after the flipped classroom, and the effectiveness of this method to promote the students\' lateral cephalograms tracing abilities, students\' satisfaction and their final exam scores.
This is a single-group quasi-experimental research conducted on dental students of Shiraz University of Medical Sciences (SUMS), Iran in 2019. The intervention was carried out in a blended learning approach with the flipped classroom model. Thirty-five fourth-year dental students participated in a flipped classroom held during a semester for the lateral cephalograms tracing course. The students were provided with the educational materials before the class time through multimedia learning tools and the class time was devoted to discussions. The students were asked to fill out four questionnaires (pretest/posttest attitudes, pretest/posttest self-assessments of theoretical knowledge and practical skills in cephalograms, posttest of satisfaction from quality of the course, and posttest of students\' views about effectiveness of blended learning tools) and final exam scores of students.
Students\' attitudes toward e-Learning were improved after the flipped classroom and the quality of this method was acceptable to the students (p < .001). Their self-assessment of theoretical knowledge and practical skills were promoted (p < .001). While all blended learning tools averaged more than the cut-off-point, short lecture (5.11 ± 0.98) and live feedback (4.98 ± 1.07) were considered to be the most efficient interactive tools.
It seems that the flipped classroom has a positive effect on increasing students\' knowledge, attitude, and satisfaction. In general, this method of learning seems to be favored by dental students.
The findings showed that blended learning had a positive effect on increasing knowledge, performance, and satisfaction among dental students. Therefore, blended learning as a reliable method might be used in training dental students.
This is a single-group quasi-experimental research conducted on dental students of Shiraz University of Medical Sciences (SUMS), Iran in 2019. The intervention was carried out in a blended learning approach with the flipped classroom model. Thirty-five fourth-year dental students participated in a flipped classroom held during a semester for the lateral cephalograms tracing course. The students were provided with the educational materials before the class time through multimedia learning tools and the class time was devoted to discussions. The students were asked to fill out four questionnaires (pretest/posttest attitudes, pretest/posttest self-assessments of theoretical knowledge and practical skills in cephalograms, posttest of satisfaction from quality of the course, and posttest of students\' views about effectiveness of blended learning tools) and final exam scores of students.
Students\' attitudes toward e-Learning were improved after the flipped classroom and the quality of this method was acceptable to the students (p < .001). Their self-assessment of theoretical knowledge and practical skills were promoted (p < .001). While all blended learning tools averaged more than the cut-off-point, short lecture (5.11 ± 0.98) and live feedback (4.98 ± 1.07) were considered to be the most efficient interactive tools.
It seems that the flipped classroom has a positive effect on increasing students\' knowledge, attitude, and satisfaction. In general, this method of learning seems to be favored by dental students.
The findings showed that blended learning had a positive effect on increasing knowledge, performance, and satisfaction among dental students. Therefore, blended learning as a reliable method might be used in training dental students.
摘要：
目的：本研究的目的是确定翻转课堂前后学生的态度，以及这种方法对提高学生侧脑图追踪能力的有效性，学生的满意度和期末考试成绩。
方法：这是对设拉子医科大学（SUMS）的牙科学生进行的单组准实验研究，2019年伊朗。干预是以翻转课堂模型的混合学习方法进行的。35名四年级牙科学生参加了一个学期期间举行的翻转教室，以进行侧向头颅描记课程。通过多媒体学习工具，在上课时间之前为学生提供了教育材料，上课时间用于讨论。要求学生填写四份问卷(前测/后测态度，前测/后测自我评估的理论知识和实践技能的头图，从课程质量满意度的后测，以及学生对混合学习工具有效性的看法的后测）和学生的期末考试成绩。
结果：翻转课堂后，学生对电子学习的态度得到了改善，这种方法的质量为学生所接受（p<.001）。他们对理论知识和实践技能的自我评估得到了促进（p<.001）。虽然所有混合学习工具的平均值都超过了临界点，简短的讲座（5.11±0.98）和实时反馈（4.98±1.07）被认为是最有效的交互工具。
结论：翻转课堂似乎对增加学生的知识有积极作用，态度,和满意度。总的来说,这种学习方法似乎受到牙科学生的青睐。
结论：研究结果表明，混合学习对增加知识有积极作用，性能，以及牙科学生的满意度。因此,混合学习作为一种可靠的方法，可以用于培养牙科学生。
方法：这是对设拉子医科大学（SUMS）的牙科学生进行的单组准实验研究，2019年伊朗。干预是以翻转课堂模型的混合学习方法进行的。35名四年级牙科学生参加了一个学期期间举行的翻转教室，以进行侧向头颅描记课程。通过多媒体学习工具，在上课时间之前为学生提供了教育材料，上课时间用于讨论。要求学生填写四份问卷(前测/后测态度，前测/后测自我评估的理论知识和实践技能的头图，从课程质量满意度的后测，以及学生对混合学习工具有效性的看法的后测）和学生的期末考试成绩。
结果：翻转课堂后，学生对电子学习的态度得到了改善，这种方法的质量为学生所接受（p<.001）。他们对理论知识和实践技能的自我评估得到了促进（p<.001）。虽然所有混合学习工具的平均值都超过了临界点，简短的讲座（5.11±0.98）和实时反馈（4.98±1.07）被认为是最有效的交互工具。
结论：翻转课堂似乎对增加学生的知识有积极作用，态度,和满意度。总的来说,这种学习方法似乎受到牙科学生的青睐。
结论：研究结果表明，混合学习对增加知识有积极作用，性能，以及牙科学生的满意度。因此,混合学习作为一种可靠的方法，可以用于培养牙科学生。
