Flipped classrooms yield higher skill scores than traditional lectures in Chinese clinical practice students (pooled SMD = 7.91)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Skill scores of flipped classroom students were significantly higher than traditional lecture students (SMD = 7.91, 95% CI: 5.86–9.91, P < 0.001). → Sun Xinrui 2025

Evidence¶

Sun Xinrui 2025¶

Sun Xinrui, Yuan Xin, Zhang Linyu, Zhang Yi, Xiao Xue, Liu Hanmin, Ma Fang. (2025). Effectiveness of flipped classrooms in Chinese students of clinical medicine major undergoing clinical practice: a meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-025-06737-3

q2 · i? · quant-synthesis · r2

Meta-analysis of 10 studies evaluating practical skills (898 participants, 449 per group) using random effect models due to high heterogeneity (I2 = 93%, P < 0.001). The pooled effect size had "a significant difference between the two groups (SMD = 7.91, 95% CI: 5.86–9.91, P < 0.001)".

"The pooled effect size had a significant difference between the two groups (SMD = 7.91, 95% CI: 5.86–9.91, P < 0.001)."

Discussion¶

Related Claims¶

• Flipped classrooms yield higher theoretical knowledge scores than traditional lectures in Chinese clinical practice students (pooled SMD = 8.33) — related
• Flipped classroom significantly improves practical exam scores over lecture-based learning (pooled SMD 0.50) — a broader claim this one bears on
• 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
• Chinese students in FCCL groups outperform LBL peers in both theoretical scores and clinical analysis skills — related
• Flipped classroom instruction is associated with higher student satisfaction than traditional instruction in medical education (SMD 0.82). — related