ArticleBMC medical education2026
Nursing students' evaluations of the flipped classroom using the FLAS scale: a quantitative analysis.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
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.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundFlipped classroom is based on the principle of student responsibility and autonomy in the learning process. It involves students engaging in independent, asynchronous study of course content using materials provided by the lecturer, followed by active learning sessions during scheduled class time through reinforcement and/or assessment activities. The aim of this study was to describe and compare first- and third-year nursing students’ evaluations of their experience with the flipped classroom methodology.
methodsA descriptive and comparative study was conducted using the Flipped Learning Assessment Scale. This instrument evaluates three dimensions: quality of materials and organisation of the session, lecturer performance, and overall perception compared with traditional methodology. Flipped Classroom sessions were implemented in first- and third-year courses. Data were analysed using descriptive statistics, Mann–Whitney U tests, Spearman correlation and multiple regression.
resultsA total of 432 nursing students participated: 155 first-year and 277 third-year. Participants were enrolled from the University of Huelva, the University of Zaragoza, and the San Juan de Dios School of Nursing of the University of Seville. The mean scores for the three dimensions were 4.25 for materials and organisation, 4.52 for lecturer performance, and 3.82 for overall perception compared with traditional methodology. Third-year students tended to rate all dimensions higher than first-year students. Age was positively associated with the first two dimensions but not with the third. According to the regression model, academic year emerged as the strongest predictor of perception, reaching statistical significance for the first dimension. Age showed a significant association with lecturer performance, while sex did not appear to be a significant predictor.
conclusionsNursing students evaluated the Flipped Classroom with Moodle Book positively, especially lecturer performance and materials. Greater acceptance among third-year students suggests that academic maturity enhances engagement with active learning approaches.
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.