PBL and flipped classrooms frequently show better post-test performance and knowledge retention than traditional methods¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review reports that PBL and flipped classrooms frequently demonstrated better post-test performance and knowledge retention, while gamification increased engagement but did not consistently lead to significant clinical improvements. → de Oliveira Carlota Rocha 2026

Evidence¶

de Oliveira Carlota Rocha 2026¶

de Oliveira Carlota Rocha, da Silva Barboza Andressa, de Andrade Juliana Silva Ribeiro, Lund Rafael Guerra. (2026). Scoping Review on Active Teaching and Learning Methodologies in Dentistry. European Journal of Dental Education. https://doi.org/10.1111/eje.13109

q2 · i? · review · r3

Narrative synthesis of included studies. The review reports that "PBL [13, 14, 15, 16, 17, 18] and flipped classrooms [2, 19, 20, 21, 22, 23] frequently demonstrated better post‐test performance and knowledge retention" while gamification's clinical improvements were inconsistent.

"gamification often increased engagement but did not consistently lead to significant clinical improvements [8, 9, 10, 11, 12], while PBL [13, 14, 15, 16, 17, 18] and flipped classrooms [2, 19, 20, 21, 22, 23] frequently demonstrated better post‐test performance and knowledge retention"

Discussion¶

Related Claims¶

• Active methodologies show no definitive superiority over traditional teaching in undergraduate dentistry — reports the opposite
• A blended flipped classroom produced statistically significantly higher post-test scores than traditional teaching in one included histology study (p < 0.0001) — a narrower finding that bears on this claim
• Both flipped and AI-enhanced flipped classrooms achieve higher in-class question accuracy than the traditional classroom — a narrower finding that bears on this claim
• PBL is the most investigated active teaching methodology in undergraduate dentistry, followed by flipped classroom and gamification — related
• The review finds flipped learning, PBL, gamification, and collaborative learning adapted to digital environments produced positive effects on motivation, participation, and transversal competences — related
• Gamification has small positive effects on cognitive, motivational and behavioral learning outcomes — related
• In one reviewed study, flipped classrooms using AI tools raised cognitive and emotional engagement but behavioral engagement showed no significant difference from traditional methods — related
• Flipped classroom combined with gamification improves academic performance and autonomy — related
• Problem-based learning, case-based learning, small group discussion, flipped learning, and blended learning were the most common online active learning strategies employed. — related
• PBL approaches consistently enhance EFL student engagement, motivation, and active involvement in learning — related