Flipped classroom and the use of role-play in the COVID-19 pandemic

challenges and learning





COVID-19, Coronavirus infections, Students, dental, Curriculum


Aim: In Brazil, COVID-19 remains one of the epicenters of the pandemic, thus, presential educational activities are suspended. The study aimed to describe the approach of flipped classroom performed to provide social distancing and to maintain teaching activities during COVID-19-pandemic. Methods: Flipped Classroom was chosen to be associated with the role-play technique as a central methodology. To bring students closer to activities performed in the non-pandemic period, some actions and assessments were also role-played by Professor simulating patients in virtual meetings. Results: Although the changes in the format of the lessons, our approaches stimulated the students maintained the high frequency of students in the activities (almost 100%) providing continuity activities. Conclusions: This report can reinforce that meaningful learning can be taught by using a virtual/remote approach. However, the potential positive results observed cannot be used as an excuse to maintain remote teaching activities with the objective of cost-cutting by the institutions.


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Author Biographies

Luiz Alexandre Chisini, Federal University of Juiz de Fora

Teacher (Assistant A) from the Federal University of Juiz de Fora, Governador Valadares - MG - Brazil.

Marcus Cristian Muniz Conde, University of Vale do Taquari

Professor of the Undergraduate Course in Dentistry from the University of Vale do Taquari, Lajeado - RS – Brazil.

Alessandro Menna Alves, University of Vale do Taquari

Teacher from the University of Vale do Taquari, Lajeado - RS – Brazil.

Francine dos Santos Costa, Federal University of Pelotas

PhD student in Epidemiology from the Federal University of Pelotas, Pelotas - RS - Brazil.


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How to Cite

Chisini LA, Conde MCM, Alves AM, Costa F dos S. Flipped classroom and the use of role-play in the COVID-19 pandemic: challenges and learning. Braz. J. Oral Sci. [Internet]. 2022 Jun. 9 [cited 2023 Feb. 7];21(00):e225368. Available from: https://periodicos.sbu.unicamp.br/ojs/index.php/bjos/article/view/8665368



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