Exploring the Relationship Between Dental Students’ Communication Apprehension and Hybrid Course Satisfaction in Inverted Classroom Models: A Cross-Sectional Study

Background The impact of communication apprehension (CA) on satisfaction within hybrid courses (HC) that utilize inverted classroom models (ICM) in dental education still underexplored. This study aims to examine the levels of CA among dental students and explores their relationship with satisfaction in ICM-HC environments. Methods A cross-sectional study was conducted involving 88 first-year dental students enrolled in the master’s program at Wuhan University. The study utilized validated instruments to assess key variables: (1) Personal Report of Communication Apprehension (PRCA-24) was used to evaluate levels of CA, (2) Course Experience Questionnaire (CEQ) was employed to measure course experience and (3) Online Course Satisfaction Survey (OCSS) was administered to gauge student satisfaction with the course. Statistical analysis was performed using descriptive statistics, correlation tests and regression models through SPSS version 27.0. Results PRCA-24, CEQ, and OCSS demonstrated high reliability. A notable prevalence of moderate CA was identified among participants and the 'meetings' subscale had largest proportion of highest CA. Student satisfaction with the ICM-HC was markedly high, especially regarding in interaction and outcomes. While certain subscales of PRCA-24 demonstrated a positive correlation with course satisfaction, binary logistic regression analysis demonstrated that CA may not be the reliable predictor of satisfaction within the ICM-HC. Conclusions This study illuminates the intricate relationship between CA and course satisfaction, emphasizing the necessity for adaptive teaching strategies. Educators are encouraged to incorporate interventions tailored to address CA and utilize technology to foster inclusive learning environments and balance interactivity to cater to diverse communication preferences. The findings advocate for empathetic and flexible pedagogical approaches within dental education. Clinical trial number Not applicable