ArticleBMC medical education2023
Flipped classroom applied to Neurosurgery in undergraduate medical education.
Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers, 2 of them syntheses that pooled it.
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Who cites it
11 citing papers in PubMed, 2 syntheses or guidelines pooled it, 20 citations in OpenAlex.
- Application of flipped classroom in surgical education: a systematic review and meta-analysis.Frontiers in medicine · 2026Pooled it
- The Flipped Classroom in Medical Education: Systematic Review and Meta-Analysis.Journal of medical Internet research · 2025Pooled it
- The Impact of Rain classroom-based flipped classroom (RC-BFC) on surgical nursing education enhancement.BMC nursing · 2026Article
- Advancing Surgical and Medical Education: Insights and Lessons from Neurosurgery in Pakistan.Asian journal of neurosurgery · 2026Review
- Comparison of clinical preceptorship and small group discussion as educational modalities in modern neurosurgical education: outcomes and perspectives.BMC medical education · 2026Article
- Practice and Effectiveness Analysis of Multimodal Integrated Teaching Methods in Neurosurgery Clinical Teaching.Advances in medical education and practice · 2026Article
- Student engagement in a flipped undergraduate medical classroom to measure optimal video-based lecture length.Medical education online · 2025Observational
- Application of the flipped classroom combined with BOPPPS model in standardized residency training for gastrointestinal surgery.BMC medical education · 2025Article
- Video-based lecture engagement in a flipped classroom environment.BMC medical education · 2024Article
- Effects of flipped classroom teaching in anaesthesiology residents: a protocol for systematic review and meta-analysis.BMJ open · 2024Article
- Biomedical students' self-efficacy and academic performance by gender in a flipped learning haematology course.BMC medical education · 2024Article
Corrections and comments
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Authors and funding
4 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeTo compare the academic achievement obtained in Neurosurgery in a class of undergraduate students according to the pedagogical methodology employed: flipped classroom (FC) versus traditional lecture. Students' satisfaction with the FC model is also analyzed.
methodsA quasi-experimental study was designed. The traditional lecture was the pedagogical method employed in teaching units (TUs) 1, 2, and 3 (61, 60, and 66 enrolled students, respectively), whereas TU 4 (69 enrolled students) used the FC methodology.
resultsThe dropout rate was lower, whereas the academic achievement and the rate of correct answers were higher in TU 4 compared to the rest of the TUs, but these results were not statistically significant. However, the mean score obtained in Neurosurgery was significantly higher in TU 4 compared to the rest of the TUs (p = 0.042). Active learning activities based on clinical cases were positively emphasized. The main weakness was with the time consumed for video-recorded lecture viewing.
conclusionsThe FC approach showed better academic results than traditional lectures when comparing students in the same Medical School during the same academic year undergoing the same exam. The students rated the FC approach positively, considering it stimulating and useful for learning.
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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.