Flipped classrooms produce a small significant improvement in student learning over traditional classrooms in health professions education (SMD = 0.33)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4 · i1 small
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q4 i1 Across 28 comparative studies, learning outcomes favored flipped classrooms over traditional classrooms with a pooled standardized mean difference of 0.33 (95% CI 0.21–0.46, p < 0.001). → HEW Khe Foon; LO Chung Kwan 2018

Evidence¶

HEW Khe Foon; LO Chung Kwan 2018¶

HEW Khe Foon; LO Chung Kwan. (2018). Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-018-1144-z

q4 · i1 · quant-synthesis · r3

Random-effects meta-analysis of 28 between-subject comparative studies in health professions education, pooling standardized mean differences from exam and post-test data. The pooled effect favored flipped classrooms: "SMD = 0.33, 95% CI 0.21–0.46, p < 0.001".

"A meta-analysis of 28 eligible comparative studies involving 2295 subjects exposed to flipped classroom and 2420 subjects exposed to traditional classroom showed an overall significant effect in favor of the flipped classroom approach for health professions education (SMD = 0.33, 95% CI 0.21–0.46, p < 0.001)"

Discussion¶

Related Claims¶

• 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 has a moderately positive effect on college students' academic performance (SMD = 0.66) — related
• 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 classroom significantly improves theoretical exam scores over lecture-based learning in Chinese undergraduate preventive medicine courses (pooled SMD 0.99) — related
• Flipped classroom instruction is associated with higher final knowledge scores than traditional instruction in medical education (SMD 0.90). — related
• Flipped classroom shows a significant pooled advantage over lecture-based learning in dental education (SMD = 0.50) — 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