ArticleJournal of medical education and curricular development
Evaluating Medical Student Engagement in Flipped Classrooms: Insights on Motivation and Peer Learning.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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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
3 citing papers in PubMed.
- Applying Bloom's Taxonomy to Student Outcomes in a Flipped Classroom Model.Medical science educator · 2026Article
- Flipped Classroom During Revision Sessions for Second-Year MBBS Students: A Mixed-Methods Study.Cureus · 2026Article
- Impact of a hybrid flipped classroom and case-based learning model on learning outcomes and competency development inFrontiers in medicine · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundFlipped classrooms have gained popularity for their ability to improve educational outcomes by flipping traditional teaching approaches and fostering interactive learning settings. Our study aims to assess the impact of these classrooms on medical students' motivation, critical thinking skills, and facilitation of collaborative learning.
methodsA quasi-experimental study was conducted to involve quantitative surveys administered to students both before and after the teaching session. A predefined questionnaire was used to assess 5 key outcomes: Motivation, Critical Thinking, Student-centered learning, Learning benefits, and Peer-Assisted Learning. Data were collected at 2 points to capture changes throughout the intervention.
resultsThe introduction of the flipped classroom approach led to a significant improvement in medical student performance, with average test scores rising from 13.25 ± 2.36 to 16.08 ± 1.5 (
conclusionOur findings highlight the positive efficacy of flipped classrooms in creating a more interactive and supportive learning environment. The study concludes with recommendations for educators on how to implement best practices to enhance student engagement and improve learning outcomes in flipped classroom settings.
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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.