Aula invertida en odontopediatría para el aprendizaje de estudiantes de odontología de la Universidad Católica de Cuenca, campus Azogues, 23-24. Estudio piloto

The objective was to evaluate the effectiveness of two pedagogical strategies, traditional teaching and the flipped classroom model, in the teaching-learning process of pulp treatments in pediatric dentistry, during the period between September 2023 and February 2024. Twenty-one students participated. An observational and longitudinal research design was used, incorporating questionnaires administered before and after the instruction sessions. The experimental cohort used digital resources and a virtual classroom platform, while the control cohort participated in traditional lectures. Although both groups showed variations in their assessments, no statistically significant differences were found between the teaching methodologies (p>0.05). It is concluded that, in this specific context, the flipped classroom approach does not improve academic performance; however, it does promote autonomy and active learning. Further research using larger and more diverse sample populations is recommended.