ArticleBMC medical education2024
Effectiveness of the flipped classroom method using clinical scenarios and Educational Technology versus Subject-Based Lectures in a gastrointestinal physiology course for medical students.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 2 of them syntheses 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
5 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- 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
- Enhancing Creativity and Innovation in Medical Sciences Students Through Multidisciplinary Problem-Based Learning (MPBL): A Pre-Post Intervention Study.Journal of multidisciplinary healthcare · 2026Article
- Impact of integrating paper-based pulmonary function test case group discussions into flipped classroom on residents' COPD grading assessment competency.Frontiers in medicine · 2025Article
- The effects of team-based and mastery-based learning on the student's clinical competence and the results of clinical evaluation: A quasi-experimental study among operating room nursing students.Journal of education and health promotion · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundMedical education is evolving towards more practical, active, effective, and student-centered approaches that address the limitations of traditional lecture methods. Recently, the flipped classroom method has been considered to support these reforms. However, research on the use of flipped classroom methods in medical education, particularly related to clinical scenarios and educational technology, is still in its early stages. This study aims to evaluate the effectiveness of the flipped classroom method using clinical scenarios and educational technology versus subject-based lectures in the course of gastrointestinal physiology for medical students.
methodsA total of 60 medical students participated in this study. The control group (n = 30) received traditional subject-based lectures and participated in question-and-answer sessions. The intervention group (n = 30) received non-attendance educational content and participated in small group discussions based on clinical scenarios. Course satisfaction was measured using an 18-item questionnaire, and learning outcomes were assessed with a 20-question multiple-choice test, corresponding to levels 1 and 2 of Kirkpatrick's model. Data were analyzed using descriptive and analytical statistical tests with SPSS software version 24.
resultsThe findings indicated that the post-test scores in the intervention group were significantly higher compared to the control group. However, according to the student satisfaction questionnaire, satisfaction was significantly lower in the intervention group compared to the control group.
conclusionThis study demonstrated that the flipped classroom method, compared to traditional lectures, improved the learning and performance of medical students at Hamadan University of Medical Sciences in the course of gastrointestinal physiology.
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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.