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Article: Flipped Classroom improves student learning in health professions education: a meta-analysis

TitleFlipped Classroom improves student learning in health professions education: a meta-analysis
Authors
KeywordsFlipped classroom
Flipped learning
Health professions education
Meta-analysis
Issue Date2018
PublisherBioMed Central Ltd. The Journal's web site is located at http://www.biomedcentral.com/bmcmededuc/
Citation
BMC Medical Education, 2018, v. 18 n. 1, article no. 38 How to Cite?
AbstractBackground: The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health). Method: Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the Comprehensive Meta-Analysis software. Results: A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21-0.46, p < 0.001), with no evidence of publication bias. In addition, the flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms. Conclusions: Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods. © 2018 The Author(s).
Persistent Identifierhttp://hdl.handle.net/10722/275808
ISSN
2018 Impact Factor: 1.87
2015 SCImago Journal Rankings: 0.698
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHew, KFT-
dc.contributor.authorLo, CK-
dc.date.accessioned2019-09-10T02:50:06Z-
dc.date.available2019-09-10T02:50:06Z-
dc.date.issued2018-
dc.identifier.citationBMC Medical Education, 2018, v. 18 n. 1, article no. 38-
dc.identifier.issn1472-6920-
dc.identifier.urihttp://hdl.handle.net/10722/275808-
dc.description.abstractBackground: The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health). Method: Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the Comprehensive Meta-Analysis software. Results: A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21-0.46, p < 0.001), with no evidence of publication bias. In addition, the flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms. Conclusions: Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods. © 2018 The Author(s).-
dc.languageeng-
dc.publisherBioMed Central Ltd. The Journal's web site is located at http://www.biomedcentral.com/bmcmededuc/-
dc.relation.ispartofBMC Medical Education-
dc.rightsBMC Medical Education. Copyright © BioMed Central Ltd.-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectFlipped classroom-
dc.subjectFlipped learning-
dc.subjectHealth professions education-
dc.subjectMeta-analysis-
dc.titleFlipped Classroom improves student learning in health professions education: a meta-analysis-
dc.typeArticle-
dc.identifier.emailHew, KFT: kfhew@hku.hk-
dc.identifier.authorityHew, KFT=rp01873-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.1186/s12909-018-1144-z-
dc.identifier.pmid29544495-
dc.identifier.scopuseid_2-s2.0-85043787977-
dc.identifier.hkuros303850-
dc.identifier.volume18-
dc.identifier.issue1-
dc.identifier.spagearticle no. 38-
dc.identifier.epagearticle no. 38-
dc.identifier.isiWOS:000427997200002-
dc.publisher.placeUnited Kingdom-

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