Flipped classroom instruction is associated with higher student satisfaction than traditional instruction in medical education (SMD 0.82).¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i2medium
Currency · newest study 2025 · not yet checked against its sources · 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 i2 Across 27 studies with 5,842 participants, flipped classroom instruction produced significantly higher student satisfaction scores than traditional instruction (SMD 0.82, 95% CI 0.45-1.19, P<.001). → de Azevedo Cardoso T 2025
Evidence¶
de Azevedo Cardoso T 2025¶
de Azevedo Cardoso T, Aung H H, Yeh W-Y, Ozdamli F, Ignjatovic A, Spaic D, Bukumiric Z, Rajovic N, Markovic K, Savic M, Milin-Lazovic J, Grubor N, Milic N, Stanisavljevic D, Despotovic A, Bokonjic D, Vladicic Masic J, Janicijevic V, Masic S, Milic N. (2025). The Flipped Classroom in Medical Education: Systematic Review and Meta-Analysis. Journal of Medical Internet Research. https://doi.org/10.2196/60757
q3 · i2 · quant-synthesis · r2
Meta-analysis of 27 studies (5,842 participants) reporting student satisfaction scores. The pooled SMD of 0.82 (95% CI 0.45-1.19) indicates a large effect favoring the flipped classroom, with the FC group outperforming approximately 72% of control individuals.
"The results of the meta-analysis overall effect showed higher students’ satisfaction scores for an FC in contrast to the control group (SMD 0.82, 95% CI 0.45-1.19; P<.001"
Discussion¶
Related Claims¶
- Flipped classroom instruction is associated with higher final knowledge scores than traditional instruction in medical education (SMD 0.90). — 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) — possibly the same claim (merge candidate)
- Undergraduate health professional students report more positive satisfaction with flipped class learning than with traditional class learning (SMD = 0.48), at low certainty — possibly the same claim (merge candidate)
- Flipped classroom significantly improves practical exam scores over lecture-based learning (pooled SMD 0.50) — related
- Flipped classrooms are associated with improved procedural/technical skills in medical education (pooled SMD = 1.80), with larger effects among residents and in theoretical-course settings — 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 significantly improves theoretical exam scores over lecture-based learning in Chinese undergraduate preventive medicine courses (pooled SMD 0.99) — related
- Flipped classrooms yield higher skill scores than traditional lectures in Chinese clinical practice students (pooled SMD = 7.91) — related
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