Introduction: The flipped classroom (FC) is a pedagogical model that can be very useful in obtaining a dentistry degree. The main objective of this study was to compare learning between student groups introducing FC in the area of paediatric dentistry at the Complutense University of Madrid in 2019.Materials and Methods: In this study, 76 students enrolled for the first time in the Pediatric Dentistry programme and completed a questionnaire (pre‐Q) regarding specific theoretical knowledge about pulpotomies. Subsequently, they were divided into two groups: group A, which had free access before the class to an explanatory video about the indications and techniques of pulpotomy and group B, which viewed the same video only one time in class. After that, all students completed the same questionnaire (post‐Q) again and a survey on the degree of satisfaction about the teaching method.Results: The differences in score between the post‐Q and pre‐Q in group A had a mean (SD) value of 3.5 (2.4) and in group B, a mean (SD) of 2.5 (2.2), with a p value of .07. In questions 3, 5 and 8, learning was greater in the experimental group (p = .007, p = .02 and p = .001, respectively). For 74.4% of the students in group A, accessing the video previous to the class was a very useful tool.Conclusions: These results suggest that implementing FC in paediatric dentistry classes help students to acquire more theoretical knowledge, which is necessary before practical teaching.

The aim of the present study was to analyse root resorption of the primary mandibular molars and their relationship with their permanent successors and the age of the patient. Methods: The sample consisted of 408 digital panoramic radiographs. The mesial and distal crown-to-root ratios (CRR) of #74 and #75 were calculated by dividing the measures of the length of each root by its coronal height. The Demirjian formation stage of the premolar was established, and dental age was determined. A descriptive and statistical analysis was performed using SPSS to determine the correlation between the variables (Pearson’s correlation coefficient) and to identify the differences between them (Student’s t-test), with a confidence level of 95%. Results: 723 molars were measured, and tables of CRR depending on dental and chronological age were obtained. The CRR decreased with increasing dental and chronological age, but not uniformly. The CRR of #74 and #75 decreased slightly when the successor premolar was in the initial stages of formation. Gender differences were obtained with respect to chronological age, mainly in girls, because the root resorption of #74 was always more advanced, and the formation of the #34 more advanced. Conclusions: Root resorption of the molar is slight and progressive when the successor premolar begins formation until stage D, and becomes higher starting at stage E. It is possible to determine the state of the child’s maturation and the CRR according to dental and chronological age.

Occlusion is the way in which the dental arches are related to each other and depends on craniofacial growth and development. It is affected in patients with Osteogenesis Imperfecta (OI) who present altered craniofacial development. The malocclusion present in 49 patients diagnosed with different types of OI aged between 4 and 18 was studied. The control group of healthy people was matched for age, sex, and molar class. To study the mixed and permanent dentition, the American Board of Orthodontics (ABO) discrepancy Index was applied. The primary dentition was evaluated with a Temporary Dentition Occlusion Analysis proposed for this study. The OI group obtained higher scores in the Discrepancy Index than the control group, indicating a high difficulty of treatment. The most significant differences were found in types III and IV of the disease. Regarding the variables studied, the greatest differences were found in the presence of lateral open bite in patients with OI, and in the variable “others” (agenesis and ectopic eruption). The analysis of primary dentition did not show significant differences between the OI and control groups. Patients with OI have more severe malocclusions than their healthy peers. Malocclusion is related to the severity of the disease and may progress with age.

The aim of the present study was to compare the results of two educational platforms for the development of Flipped Learning (FL) in the preclinical practices of paediatric dentistry: Edpuzzle and Moodle 3.4. Methods: Fifty students filled out a questionnaire on knowledge of pulp treatments in primary dentition (Pre-Q). They were divided into two groups: one watched a video on the pulpotomy technique before preclinical practice using Moodle 3.4 (group A) and the other used Edpuzzle (group B). On the day of practice, the students resolved any doubts with the teacher. Next, they performed a pulpotomy on an artificial tooth and answered the questionnaire again (Post-Q) together with a satisfaction survey. Results: In both groups, an increase in the number of correct answers was found in the Post-Q compared to the Pre-Q (p < 0.001), but with no significant differences between groups. The pulpotomy practice ratings were higher in group B, which used Edpuzzle (p < 0.001). In the satisfaction survey, we only found significant differences (p = 0.003) in access to the video, since 100% of the students in group A found it easy to view it through Moodle, unlike in group B. Conclusions: Our results suggest that the use of educational platforms specially designed for FL, such as Edpuzzle, can improve the qualifications of students in paediatric dentistry practices.

Collaborative learning (CL) is the instructional use of small groups in such a way that students work together to maximize their own and others’ learning. In this study, the aim was to implement online collaborative learning (OCL) using the Microsoft Teams (MT) platform and to analyze the students’ preferences regarding presential or online learning. Material and Methods: A descriptive and analytical cross-sectional study was conducted with 79 students from the Degree in Dentistry. Four groups were created with MT and clinical cases or problems were uploaded for online discussion with each group. Additionally, as part of the course program, the students were divided into the same groups for to carry out Problem-Based Learning (PBL) in person. Afterwards, students completed a project assessment and satisfaction survey. Results: The survey revealed that the students found participation in this project to be useful or very useful. Their experiences with MT were rated as positive or very positive. However, a significant portion of the students (42.6%) preferred conventional face-to-face (FF) problem-solving, while 27.9% preferred using online tools. Based on the execution of this project and the open feedback on the use of MT, we have outlined a series of recommendations to enhance the use of this platform. Conclusions: MT is a highly useful platform for online teaching, offering multiple tools to promote learning in a virtual and asynchronous manner. However, when comparing CL through PBL conducted FF versus online, students still prefer in-person teaching to virtual methods.

La principal particularidad del modelo invertido de aprendizaje o flipped learning (FL) radica en el cambio de roles profesor-estudiante y lo que supone respecto a la distribución del tiempo para ambos. Durante la clase, no se incorporan nuevos conocimientos, estos los adquiere el alumno con anterioridad, pero se resuelven dudas y se realizan prácticas o ejercicios con el apoyo del profesor. Para los docentes, esta inversión del uso del tiempo marca una gran diferencia entre los modelos de aprendizaje invertido y tradicional. Utilizar FL, especialmente si nunca se ha hecho antes, es complejo y requiere mucho tiempo. Es necesario establecer objetivos de aprendizaje, planificar la secuencia de las actividades, crear materiales de alta calidad y sobre todo, facilitar a los estudiantes acceso al contenido fuera y antes de clase. El objetivo principal de este trabajo fue comparar el uso de 2 recursos digitales diferentes (Moodle y Edpuzzle) en las prácticas de Odontopediatría incluidas en el plan de estudios del Grado de Odontología de la Universidad Complutense de Madrid.Solo los alumnos matriculados en la asignatura participaron en el estudio, divididos en 3 grupos de 25 alumnos, con 2 profesores encargados en cada uno. Se aplicó FL en 2 grupos que utilizaron distintos recursos (A: Moodle y B: Edpuzzle) mientras que los alumnos restantes (grupo C) recibieron docencia presencial tradicional. En todos los casos, los alumnos tuvieron acceso a los vídeos demostrativos del procedimiento objeto de las prácticas.Los resultados demostraron que podemos realizar FL a través de distintos recursos digitales. Sin embargo, aunque Moodle es la plataforma sobre la que se centra la docencia online de muchas universidades, Edpuzzle es una aplicación informática diseñada para FL y por tanto, concluimos que resulta más adecuado su uso para este tipo de docencia