A comparison of student evaluations of teaching and learning in the inverted classroom model versus traditional lectures in dental education

Abstract Introduction The inverted classroom model (ICM) is a learner-centred approach that aims to promote engagement, independence and deeper understanding by shifting knowledge acquisition to self-directed learning before class and using class time for interactive exercises. Despite its growing popularity, there are differing views on how dental students experience and evaluate this model compared to the traditional lecture-based teaching method (FT). This study examines students’ subjective