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Introduction: The last two decades have seen a shift towards blended learning in education due to technological advancements. This study focuses on dental education, comparing two blended learning models ‐enriched virtual and fully online flipped classroom ‐ in terms of academic achievement, aligning with the Association for Dental Education in Europe's competencies. Materials and Methods: The research was modelled in a quantitative design with a pre–post‐test control group experimental design. The study was conducted at Ege University Faculty of Dentistry in Turkey for 4 weeks with the experimental (n = 44) and control (n = 39) groups divided into two groups by impartial assignment. To the experimental group, the theoretical part of the course was tried to be conveyed before each lesson with video lessons prepared with EdPuzzle containing reinforcement questions and a question set consisting of case questions. The practical learning objectives of the course were tried to be gained through the discussion of the previously presented case questions in the online synchronous course. As tools for collecting data, a unique academic achievement test, a course evaluation form and a semi‐structured qualitative data collection form were used. Results: It was seen that the flipped classroom model had a more positive effect on students' academic achievement than the enriched virtual classroom model. The general satisfaction levels of the participants regarding these two models are also higher in favour of the flipped classroom model. Conclusion: This study provides significant findings for educational institutions, policymakers and educators about the impact of fully online teaching methods on academic achievement. In this context, the flipped classroom method can be preferred both in cases where education is blocked and in dental education institutions that want to ensure digital transformation efficiently and partially remotely. [ABSTRACT FROM AUTHOR]

This study aimed to determine the academic publication rate of health sciences graduate theses, as well as the factors that influence researchers to publish. The study took place in Ege University Institute of Health Sciences, Turkey, and used a correlated research model to analyse both qualitative and quantitative data. We obtained data from 159 graduate students selected from 437 who graduated between 1 September 2009 and 31 August 2014. From this group, 76 of the theses were published as 141 items. Of these, 93 (66%) were journal articles, of which 51 (36.2%) were published in journals indexed by Science Citation Index (SCI)/SCI‐Expanded/Emerging Sources Citation Index (ESCI). In the multiple regression analysis, we found that employment in a university increased the probability of producing publications from theses by 8.54 times (odds ratio [OR], 95% confidence interval [CI] = 3.954–18.440) and that encouragement from a supervisor increased the same by 2.79 times (OR, 95% CI = 1.021–7.640). Reasons for not publishing their theses were classified into 11 items, of which thematic analysis showed that the most prominent reasons were lack of time (n = 18, 24.3%) and workload (n = 15, 20.2%). This suggests that interventions targeting these two factors may result in increased publication of theses. Key points: Half of graduates' theses were converted into published items with no significant differences according to gender and graduate programme.Successful publication of items derived from theses is positively influenced by employment in university and receiving encouragement from a supervisors.The main reason for not publishing theses was workload and lack of time. [ABSTRACT FROM AUTHOR]