ArticleJournal of medical education and curricular development
Effectiveness of the Flipped Classroom on Medical Undergraduates' Cardiopulmonary Resuscitation Training in Large Class Through Self-Efficacy: A Randomized Quasi-Experimental Study.
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.
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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.
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Who cites it
3 citing papers in PubMed.
- Needs, Acceptability, and Functional Requirements of Gamified Cardiopulmonary Resuscitation Training Kits Among Children and Their Parents in China: Cross-Sectional Qualitative Study.JMIR serious games · 2026Article
- Effectiveness of a flipped classroom combined with case-based learning in the clinical training of pediatric interns: a randomized controlled study.Frontiers in medicine · 2026Article
- Effectiveness of Virtual Flipped Classroom in Teaching Proprioceptive Neuromuscular Facilitation to Physiotherapy Students: A Quasi-Experimental Study.Journal of medical education and curricular developmentArticle
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose: The Flipped Classroom (FC) is a promising method of learning, particularly in medical education. Studies show that FC improves student engagement, achievement, and satisfaction. However, its effectiveness in larger classroom settings remains debated. This study explores the impact of FC on theoretical knowledge and practical skills in cardiopulmonary resuscitation (CPR) among medical undergraduates in larger classes. Findings could inform innovative and effective pedagogical approaches to enhance learning and performance in medical education and training. Method: This quasi-experimental study used a control group and recruited students from the Second School of Clinical Medicine of Southern Medical University in 2019. Students were divided into TL or FC. Each group was further divided into 8 units based on grade point average (GPA) stratification. After 8 months, a CPR skill test was conducted to assess CPR retention. Results: The FC and traditional learning (TL) groups had similar demographics. Time spent studying did not affect academic achievement. However, the FC group had significant improvements in pre-class study completion rates on theory learning platform (82.14% vs 22.73%, Conclusion: The study concludes that FC can improve CPR theory and skill for medical undergraduates in large classes. Additionally, students in FC retain better CPR skills after 8 months, especially for situational CPR.
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