Flipped classroom significantly improves theoretical exam scores over lecture-based learning in Chinese undergraduate preventive medicine courses (pooled SMD 0.99)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3·i3large
Currency · newest study 2026 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 FC students scored significantly higher on theoretical exams than LBL students, with a pooled SMD of 0.99 (95% CI 0.65–1.33) under a random-effects model with substantial 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 · i3 · quant-synthesis · r3
Meta-analysis of 24 studies comparing theoretical exam scores between FC and LBL in preventive medicine courses; random-effects pooling gave a printed effect size of SMD = 0.99 with "95% CI: 0.65–1.33", significant at p < 0.05, with "substantial heterogeneity" (I2 = 95.0%).
"Cochran’s Q test indicated substantial heterogeneity across the included studies (I2 = 95.0%, p < 0.001); therefore, a random-effects model was used for meta-analysis. The pooled SMD was 0.99 (95% CI: 0.65–1.33)"
Discussion¶
Related Claims¶
- Flipped classroom increases learning interest (pooled RR 1.42) but this pooled estimate shows significant publication bias — related
- Flipped classroom significantly improves practical exam scores over lecture-based learning (pooled SMD 0.50) — related
- Flipped classroom has a moderately positive effect on college students' academic performance (SMD = 0.66) — a broader claim this one bears on
- In a low-certainty meta-analysis of 44 studies with very high heterogeneity (I² = 98%), undergraduate health professional students in flipped classes score higher than those in traditional classes (SMD = 0.57) — related
- Flipped classrooms are associated with improved case analysis/problem-solving ability in medical education (pooled SMD = 1.50), though statistical significance was not retained in all leave-one-out analyses — related
- Flipped classrooms are associated with higher learner satisfaction in medical education (pooled SMD = 0.69), with residents showing larger improvement than undergraduates (SMD 1.69 vs 0.37) — related
- Flipped classrooms are associated with higher theoretical knowledge scores than lecture-based teaching in medical education (pooled SMD = 1.26), with very high heterogeneity — related
- Flipped classroom improves problem analysis and solving ability (pooled RR 1.47) — related
- Flipped classroom improves teacher-student interaction (pooled RR 1.35), based on few studies — related
- Exploratory subgroup analysis suggests larger effects in practice courses than theory courses, driven by only 2 practice-oriented studies — related
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