Does the Flipped Classroom improve exam performance in medical education? A systematic review

Hughes, Yasmin; Lyons, Nicholas

doi:10.15694/mep.2017.000100

Cited by 18 publications

(23 citation statements)

References 17 publications

(55 reference statements)

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“…Our overall findings build on those from several recent systematic (narrative) reviews and meta‐analyses investigating the effectiveness of the FC in health care educational settings. Thus, the systematic narrative reviews reporting mixed findings from individual studies across medical and nursing education typically identified a relatively small number of studies and consistently called for more research and a wider reach in terms of examining the relative efficacy of the FC method across different educational groups . Our meta‐analytical approach was adopted to avoid the subjectivity of the narrative approach to systematic reviews, and to pool the data from a large number of studies to ascertain the relative effectiveness of the FC method across a number of domains …”

Section: Discussionsupporting

confidence: 60%

“…Furthermore, Chen et al found a varying direction and magnitude of the effect sizes and confidence intervals (CIs) across studies . A more recent systematic review by Hughes and Lyons also found mixed results across 11 studies when considering MCQ outcomes: four studies each demonstrated an advantage and a disadvantage of the FC approach over the LB approach and a further three studies showed mixed results.…”

Section: Introductionmentioning

confidence: 99%

“…Such active learning should improve outcomes as learners practise with, engage with and apply their pre‐class learning . Although modern versions of the FC appeared over 10 years ago, and despite its popularity in education generally and medical education specifically, we lack firm conclusions regarding its efficacy …”

Section: Introductionmentioning

confidence: 99%

“…Indeed, research suggests that an FC approach increases motivation, satisfaction, performance and class attendance rate . However, research results are generally inconsistent, even when the same outcome measure is considered …”

Section: Introductionmentioning

confidence: 99%

“…Despite the number of recent reviews examining the relative efficacy of the FC over the LB approach, a gap in the literature remains: all of the reviews were limited to a single discipline (e.g. nursing education and medical education), with a small number of articles generally favouring the FC approach (often between five and 11, with only one including 29), mostly being narrative syntheses with only two meta‐analyses . These two meta‐analyses considered data from a single country (China), only pooling RCTs from Chinese nursing education published in Chinese journals.…”

Section: Introductionmentioning

confidence: 99%

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Academic outcomes of flipped classroom learning: a meta-analysis

et al. 2018

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ContextThe flipped classroom (FC), reversing lecture and homework elements of a course, is popular in medical education. The FC uses technology‐enhanced pre‐class learning to transmit knowledge, incorporating in‐class interaction to enhance higher cognitive learning. However, the FC model is expensive and research on its effectiveness remains inconclusive. The aim of this study was to compare the efficacy of the FC model over traditional lecture‐based (LB) learning by meta‐analysis.MethodsWe systematically searched MEDLINE, PubMed, ERIC, CINAHL, EMBASE, reference lists and Association for Medical Education in Europe (AMEE) conference books. Controlled trials comparing academic outcomes between the FC and LB approaches in higher education were considered eligible. The main findings were pooled using a random‐effects model when appropriate.ResultsForty‐six studies (9026 participants) were included, comprising four randomised controlled trials (RCTs), 19 quasi‐experimental studies and 23 cohort studies. Study populations were health science (n = 32) and non health science (n = 14) students. The risk of bias was high (36/37 articles). Meta‐analyses revealed that the FC had significantly better outcomes than the LB method in examination scores (post‐intervention and pre–post change) and course grades, but not in objective structured clinical examination scores. Subgroup analyses showed the advantage of the FC was not observed in RCTs, non‐USA countries, nursing and other health science disciplines and earlier publication years (2013 and 2014). Cumulative analysis and meta‐regression suggested a tendency for progressively better outcomes by year. Outcome assessments rarely focused on behaviour change.ConclusionsThe FC method is associated with greater academic achievement than the LB approach for higher‐level learning outcomes, which has become more obvious in recent years. However, results should be interpreted with caution because of the high methodological diversity, statistical heterogeneity and risk of bias in the studies used. Future studies should have high methodological rigour, a standardised FC format and utilise assessment tools evaluating higher cognitive learning and behaviour change to further examine differences between FC and LB learning.

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Section: Discussionsupporting

confidence: 60%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Academic outcomes of flipped classroom learning: a meta-analysis

et al. 2018

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Flipping a biochemistry class within a medical curriculum: Impacts on perception, engagement, and attainment

Fatoum

Aldeiry

Alahmad

et al. 2021

Biochem Molecular Bio Educ

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The flipped classroom has gained prominence in higher education, but little has been written about its application in the Middle East. This study aimed to assess the feasibility, acceptability, and impact of flipping biochemistry classes in comparison to the traditional didactic program. The study was conducted on first-year medical students taking biochemistry at a private University in Saudi Arabia. A series of short, pre-recorded videos were used to replace traditional lectures. The scheduled lecture time was used for problem solving and discussion sessions. To gather their evaluation of the learning approach, participants completed an online survey. To study the effect of the learning approach on exam performance, the scores of the participants were compared in questions taught using the flipped classroom versus the traditional didactic method. Participants noted that the effort needed for the course was similar regardless of the learning approach. Moreover, examination performance measured using single best answer multiple-choice questions showed no difference between the two teaching methods. However, the participants did report a significantly better perception of the flipped classroom compared to the traditional approach. Although no significant improvement in examination results was noted, the participants significantly favored the flipped classroom over traditional lectures. This study has demonstrated that the flipped classroom can be used in the teaching of the biosciences within a Middle Eastern setting, resulting in an improvement in student satisfaction and engagement in the course materials. K E Y W O R D S attainment, biosciences, flipped classroom, Middle East, perception 1 | BACKGROUND The rapidly evolving nature of education in the context of significant technological developments has led many educational institutions worldwide to investigate and Abbreviations: F, flipped; T, traditional; UPP, university preprofessional program. Hana. M. A. Fakhoury and Hanaa A. Fatoum have contributed equally to this work.

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Flipped Learning

Lee

2022

Handbook of Open, Distance and Digital Education

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Flipped learning (FL) began as a local trial strategy in a US high school in 2012 and in less than 10 years has exploded in popularity, among both educational practitioners and researchers, and has now been extensively recognized and implemented at all levels of education across the world. This chapter will discuss what is known from current FL literature, what the practical implications are from this literature, what gaps exist within FL research and between FL research and practices, and how those gaps should be addressed. This chapter begins with the definition and continues discussing history and supporting theories of flipped learning and its effectiveness, affecting factors, challenges, and possible solutions from current literature. In addition, as a modified version of traditional flipped learning, a fully online flipped learning model, bichronous online learning, and HyFlex learning are introduced. This chapter concludes with future research directions.

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Does the Flipped Classroom improve exam performance in medical education? A systematic review

Cited by 18 publications

References 17 publications

Academic outcomes of flipped classroom learning: a meta-analysis

Academic outcomes of flipped classroom learning: a meta-analysis

Flipping a biochemistry class within a medical curriculum: Impacts on perception, engagement, and attainment

Flipped Learning

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