Evidence corpus of 45 flipped-classroom studies in undergraduate health professional education (8426 students)¶

Element · All elements
Evidence · 3 claims (3 for) · 1 study (1 quant-synthesis), q3 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

The review assembles a corpus of 45 studies involving 8426 undergraduate students in medicine, pharmacy, nursing and other health professional courses, comparing flipped classes with traditional classes. Most studies used "conventional/traditional lecture‐based class/large classroom‐based lecture as a comparator" (44 of 45). Studies spanned 2013 to 2021; 16 were conducted in the USA, and only three came from lower-middle-income countries including India.

Design Implications¶

Context¶

Requirements¶

• Studies had to evaluate flipped classes against traditional classes on academic performance and/or student satisfaction in undergraduate health professional students

Constraints¶

• Cluster-level RCTs, natural experiments, and regression discontinuity designs were planned for inclusion but none were found; qualitative research was excluded

Target Learners¶

• undergraduate health professional students (medicine, pharmacy, nursing, dentistry, allied health)

Target Learning Goals¶

• academic performance on examinations and final grades
• student satisfaction with the learning method

Claims¶

• 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) [+W]
• The academic performance advantage of flipped classrooms persists when studies with imputed data are excluded (SMD = 0.54), at low certainty [+W]
• Undergraduate health professional students report more positive satisfaction with flipped class learning than with traditional class learning (SMD = 0.48), at low certainty [+W]

Related Elements¶

Examples¶

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Key Sources¶

• Naing, C., Whittaker, M. A., Aung, H. H., Chellappan, D. K., & Riegelman, A. (2023). The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review. Campbell Systematic Reviews, 19, e1339. https://doi.org/10.1002/cl2.1339