Trial reportPloS one2018
Flipped-classroom training in advanced cardiopulmonary life support.
Trial report in PloS one, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers, 1 of them a synthesis that pooled 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.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed, 1 synthesis or guideline pooled it, 29 citations in OpenAlex.
- The Flipped Classroom in Medical Education: Systematic Review and Meta-Analysis.Journal of medical Internet research · 2025Pooled it
- Impact of flipped classroom-based simulation of CPR on nursing students' self-confidence, satisfaction, knowledge and skill: a quasi-experimental study.BMC medical education · 2025Trial
- The application of flipped classroom to teaching diabetic retinopathy and glaucoma in ophthalmology undergraduate education: a randomized study.Scientific reports · 2024Trial
- Redesigning a Pediatric Resuscitation Course Using a Hybrid Model: A Program Evaluation.Cureus · 2026Article
- Flipped classroom and technology-enhanced learning in dermatology education: evidence, implementation, and future directions.Frontiers in medicine · 2026Review
- A flipped classroom improves medical students' skills how to manage medical emergencies-an intervention-control study.BMC medical education · 2025Article
- Review
- Videos of demonstration versus text and image-based material for pre-skill conceptualisation in flipped newborn resuscitation training for medical students: a pilot study.BMC medical education · 2022Article
- The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE).Medical education online · 2022Article
- Article
- Effectiveness of the Flipped Classroom on Medical Undergraduates' Cardiopulmonary Resuscitation Training in Large Class Through Self-Efficacy: A Randomized Quasi-Experimental Study.Journal of medical education and curricular developmentArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe effects of the flipped classroom have been demonstrated in various fields of education in recent years. Training in emergency medicine is also beginning to gradually implement the flipped classroom; however, its practical effect in emergency medicine contexts is not yet clear.
objectiveThe present study investigates the effects of the flipped classroom on advanced cardiopulmonary life support (ACLS) training implemented among practicum students in emergency medicine.
methodsThe study randomly assigned into control and experimental conditions 108 fourth year students in the College of Medicine at Yonsei University, in Seoul, who were scheduled to take clinical practice in emergency medicine between March and July 2017. Students were taught about ACLS in either a traditional lecture-based classroom (control condition) or a flipped classroom (experimental condition); then, simulation training with ACLS scenarios was carried out. Finally, each student was rated on performance using a rating form developed in advance.
resultsACLS simulation scores of the students in the flipped classroom were 70.9±10.9, which was higher than those of the students in the traditional classroom (67.1±11.3); however, this difference was not statistically significant (p = 0.339). In addition, the difference in student satisfaction as measured on a survey was statistically insignificant (p = 0.655).
conclusionsCompetency assessment after simulation-based training in ACLS undergone by senior medical students randomly assigned to flipped and traditional classrooms showed no statistical difference in competency between the two groups.
Indexed as
Identifiers
What OpenQuestion holds
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.