Evidence map›Paper›PMID 29544495›Full record

SynthesisBMC medical education2018

Flipped classroom improves student learning in health professions education: a meta-analysis.

Khe Foon Hew, Chung Kwan Lo

Registry-linked trialAbstract readMeta-AnalysisReview
PubMed Full text at PMC Publisher
In one paragraph

Synthesis in BMC medical education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT04381676 (The Flipped Classroom Approach to Teaching Horizontal Strabismus in Ophthalmology Residency), which is not on this map. Cited by 381 papers, 7 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
381citing papers in PubMed, 7 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

NCT04381676 completednot on this map

The Flipped Classroom Approach to Teaching Horizontal Strabismus in Ophthalmology Residency: A Multi-Centered Randomized Controlled Study

TypeobservationalSponsorUniversity of WashingtonRan2017 to 2018Enrolled110ConditionsEducational ProblemsArmsFlipped Classroom Approach
3 · Its place in the literature

Who cites it

381 citing papers in PubMed, 7 syntheses or guidelines pooled it.

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321 more citing papers are in PubMed but not listed here.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors.

Khe Foon HewThe University of Hong Kong, Pok Fu Lam, Road, Hong Kong. kfhew@hku.hk.ORCID http://orcid.org/0000-0003-4149-533X
Chung Kwan LoThe University of Hong Kong, Pok Fu Lam, Road, Hong Kong.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundThe use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health).

methodUsing predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the COMPREHENSIVE META-ANALYSIS software.

resultsA meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21-0.46, p < 0.001), with no evidence of publication bias. In addition, the flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms.

conclusionsCurrent evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.

Indexed as

TeachingHealth OccupationsHumansProblem-Based LearningQuality ImprovementFlipped classroomFlipped learningHealth professions educationMeta-analysis

Identifiers

PMID29544495
PMCPMC5855972

What OpenQuestion holds

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LicenceCC BY
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Registered trials

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.