Flipped classroom advantages appear across outcome measures, with the largest for exam scores and smaller for course grades¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3·i3large
Currency · newest study 2023 · 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 i3 Subgroup analysis showed significant improvements for flipped classroom in exam scores (SMD = 1.82), course grades (SMD = 0.25), and OSCE (SMD = 0.98), all with high heterogeneity. → Cui He 2023
Evidence¶
Cui He 2023¶
Cui He, Xie Xinyu, Wang Boyang, Zhao Yuan. (2023). Effectiveness of flipped classroom in pharmacy education – a meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-023-04865-2
q3 · i3 · quant-synthesis · r3
Subgroup meta-analysis by outcome measure (Table 3). Printed effect sizes: exam scores SMD = 1.82 (1.71,1.93), course grade SMD = 0.25 (0.13,0.38), OSCE SMD = 0.98 (0.77,1.20), each with I2 above 96%. The article reports "significant improvements for flipped classroom in exam scores, course grades, and Objective Structured Clinical Examination (OCSE) separately."
"For outcome measures, it showed significant improvements for flipped classroom in exam scores, course grades, and Objective Structured Clinical Examination (OCSE) separately."
Discussion¶
Related Claims¶
- Flipped classroom significantly improves theoretical exam scores over lecture-based learning in Chinese undergraduate preventive medicine courses (pooled SMD 0.99) — 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) — a broader claim this one bears on
- Flipped classroom significantly improves practical exam scores over lecture-based learning (pooled SMD 0.50) — related
- Exploratory subgroup analysis suggests larger effects in practice courses than theory courses, driven by only 2 practice-oriented studies — 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 courses show no reduction in academic performance compared with lecture-based courses. — reports the opposite
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