Flipped classroom significantly improves practical exam scores over lecture-based learning (pooled SMD 0.50)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 FC students scored significantly higher on practical skills assessments than LBL students, with a printed effect size of pooled SMD = 0.50 (95% CI 0.30–0.70) and moderate heterogeneity. → Zheng Hui 2026

Evidence¶

Zheng Hui 2026¶

Zheng Hui, Ouyang Yun, Zeng Yifei, He Xinyu, Song Liping, Yu Xiangyuan. (2026). Systematic evaluation of the teaching effectiveness of flipped classroom mode in undergraduate preventive medicine courses in China. Frontiers in Public Health. https://doi.org/10.3389/fpubh.2026.1896815

q3 · i2 · quant-synthesis · r2

Meta-analysis of 7 studies of practical skills assessment in preventive medicine courses; moderate heterogeneity (I2 = 71.1%) led to a random-effects model with a printed effect size of SMD = 0.50, i.e. "The pooled SMD was 0.50 (95% CI: 0.30–0.70)", statistically significant. Sample-size subgroup analysis reduced heterogeneity to I2 = 0% for groups >100.

"For practical skills assessment, a total of 7 studies (7–9, 20, 21, 27) were included. Heterogeneity across these studies was moderate (I2 = 71.1%, p = 0.002), and a random-effects model was used. The pooled SMD was 0.50 (95% CI: 0.30–0.70)"

Discussion¶

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