No included flipped classroom study assessed long-term learning retention¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? The review found that none of the 28 included studies included long-term follow-ups to assess learning retention, limiting conclusions about durability of the flipped classroom effect. → 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 · i? · quant-synthesis · r3

Limitation stated by the authors of the 28-study meta-analysis in the Strengths and limitations section. The article reports that "no study included long-term follow-ups to assess learning retention".

"Additionally, the results are limited because no study included long-term follow-ups to assess learning retention."

Discussion¶

Related Claims¶

• Lack of long-term follow-up limits evidence on sustained effectiveness of active methodologies — a broader claim this one bears on
• Short-term, non-longitudinal training programmes pose challenges for estimating long-term skill retention — a broader claim this one bears on
• No included study reported long-term follow-up, leaving durability of OSS effects unclear — related
• Evidence on simulation-based leadership training lacks longitudinal follow-up and objective patient-centered outcomes, limiting causal inference — related
• Evidence on long-term retention and transfer of clinical communication skills to clinical practice remained inconsistent or lacking across included reviews — related