Effectiveness of flipped classrooms in Chinese baccalaureate nursing education: A meta-analysis of randomized controlled trials

Hu, Rujun; Gao, Hui; Ye, Yansheng; Ni, Zhihong; Jiang, Ning; Jiang, Xiaolian

doi:10.1016/j.ijnurstu.2017.11.012

Cited by 81 publications

(72 citation statements)

References 35 publications

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“…19,22,26 Two studies found no statistically signiicant diferences between scores of the lipped learning and lecture groups, even though scores were higher in the lipped learning group. 11 Tan et al. 21 Hu et al's review of studies with nursing students reported that eight of nine studies found better results in effectiveness of lipped learning over lectures.…”

Section: Discussionmentioning

confidence: 99%

“…21 Hu et al's review of studies with nursing students reported that eight of nine studies found better results in effectiveness of lipped learning over lectures. 11 Tan et al's review found that, among 29 articles evaluating lipped learning, 16 assessed evaluation skill scores to analyze the efectiveness of lipped learning, and 13 of those had statistically signiicant higher results for lipped learning than conventional lectures. 12 Flipped learning had several advantages over conventional lectures, according to two studies.…”

Section: Discussionmentioning

confidence: 99%

“…The Flipped Learning Network (FLN), comprised of educators who practice lipped learning, have argued that the terms "lipped learning" and "lipped classroom" are diferent methodologies so their names are not interchangeable. 11,12 However, a systematic review of the effectiveness of lipped learning in medical education concluded that, despite its emergence as a teaching format to boost students' knowledge acquisition, more evidence of its efectiveness is required. The irst, Flexible environment, requires that students choose when and where to learn.…”

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confidence: 99%

“…1 Other meta-analyses assessing the outcomes of lipped learning in nursing education found that students' scores were higher than in traditional classes. 11,12 However, a systematic review of the effectiveness of lipped learning in medical education concluded that, despite its emergence as a teaching format to boost students' knowledge acquisition, more evidence of its efectiveness is required. 13 As methodologies used in dental education are evolving, it would be useful for dental educators to understand the beneits that have been found in studies of lipped learning.…”

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confidence: 99%

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Effectiveness and Perceptions of Flipped Learning Model in Dental Education: A Systematic Review

Gianoni-Capenakas

Lagravère

Pachêco‐Pereira

et al. 2019

Journal of Dental Education

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When educators adopt flipped learning in their courses, online sources are assigned for students to study prior to class, and then the class period is devoted to face‐to‐face (F2F) interactions. The aims of this systematic review were to evaluate published research on the effectiveness of flipped learning for dental students' learning and on dental students' perceptions of the model and to report the results based on the first two phases of Kirkpatrick's model: reaction and learning. A systematic review based on the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis Protocols (PRISMA‐P) was performed. Articles in which the objective was to determine the effectiveness of students' learning or students' perceptions of flipped learning in both dental and advanced dental education were collected. The Risk of Bias of the included studies was assessed using the MINORS Grading of Recommendations Assessment, Development, and Evaluation (GRADE) Summary of Findings table. The authors screened the title and abstract of 650 studies; after application of inclusion criteria, eight articles remained for analysis. In those studies, a total of 572 dental students were participants. The effectiveness of flipped learning and conventional lectures was compared in five of the eight studies; three of the studies compared students' perceptions of flipped learning and the conventional format; and four of the studies assessed students' perceptions of flipped learning without comparison to another methodology. The findings suggest that flipped learning was an effective way to deliver knowledge in these eight studies. Time flexibility was a particular asset found in this review since flipped learning allowed each student to assimilate the educational material at her or his own pace.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Effectiveness and Perceptions of Flipped Learning Model in Dental Education: A Systematic Review

Gianoni-Capenakas

Lagravère

Pachêco‐Pereira

et al. 2019

Journal of Dental Education

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“…Flipped classroom model is a teaching method that has first been used in China since 2014 (Hu et al, 2018). This model has a student-focus and aims at the acquisition of skills such as accessing the knowledge itself rather than the theoretical knowledge and how to use it (Betihavas, Bridgman, Kornhaber, & Cross, 2016).…”

Section: Flipped Classroom Modelmentioning

confidence: 99%

Active learning methods used in nursing education

Çulha

2019

JPR

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In recent years; expectations, personality traits and learning styles vary between generations as a result of the changes in traditional lifestyle and the development of technology. In particular the members of generation Z, who start to use internet from an early age, are recommended to be educated with rather innovative teaching styles different from traditional education materials. Therefore, the nursing education system needs to encompass innovative methods. A qualified nursing education will also enhance the quality of health care.

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Survey of Gross Anatomy Education in China: The Past and the Present

Pan

Chan

et al. 2020

Anatomical Sciences Ed

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Medical education in mainland China has undergone massive expansion and reforms in the past decades. A nation-wide survey of the five-year clinical medicine programs aimed to examine the course hours, pedagogies, learning resources and teaching staff of anatomy both at present and over the past three decades (The directors or senior teachers from 90 out of the 130 five-year clinical medicine programs were invited to fill out a factual questionnaire by email. Ultimately, sixty-five completed questionnaires were received from 65 different schools. It was found that the total number of gross anatomy course hours has decreased by 11% in the past 30 years and that systematic and regional anatomy have been increasingly taught separately among the surveyed medical schools. Problem-based learning has been adopted in thirty-five (54%) of the surveyed schools, and team-based learning is used in ten (15%) of the surveyed schools. The surveyed schools reported receiving more donated cadavers in recent years, with the average number increasing from 20.67 ± . However, this has not resulted in a decrease in the number of students who needed to share one cadaver (11.85 ± 5.03 in 1990-1999 to 14.22 ± 5.0 in 2010-2018). A decreasing trend regarding the teacher-student ratio (1:25

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Effectiveness of flipped classrooms in Chinese baccalaureate nursing education: A meta-analysis of randomized controlled trials

Cited by 81 publications

References 35 publications

Effectiveness and Perceptions of Flipped Learning Model in Dental Education: A Systematic Review

Effectiveness and Perceptions of Flipped Learning Model in Dental Education: A Systematic Review

Active learning methods used in nursing education

Survey of Gross Anatomy Education in China: The Past and the Present

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