Strategies for Flipped Learning in the Health Professions Education in South Korea and Their Effects: A Systematic Review

Abstract

This study aims to identify and synthesize recent literature on the effect and strategies of flipped learning in the health professions education. Participant–intervention-comparator-outcome (PICO) strategies were used to identify articles from published peer-reviewed papers from January 2017 to March 2020 in Korea Med, Korean Citation Index, National Digital Science Library, and Korean Studies Information Service System. Of the 83 screened articles, 10 published articles met all the inclusion criteria. Most of articles targeted nursing students and focused on practicum classes. The effects of flipped learning were measured based on satisfaction, self-motivated learning, information literacy, and critical thinking disposition. Further, pre-class, in-class, and post-class activities were analyzed. The findings revealed that flipped learning improved class performance, overall evaluation, self-motivated learning, self-efficacy, and problem-solving abilities. The study suggests implementing a tailored flipped learning design based on class characteristics and appropriate post-class activities for enhancing students’ learning abilities.

Aula invertida en la formación de las profesiones de la salud: revisión sistemática.

“…Respecto a las características de los estudios publicados, se encontró en la gran mayoría en idioma En la fase previa, a clase aplicaron las metodologías el aprendizaje en equipo, aprendizaje basado en videos, estudio individual, formación de preguntas de los estudiantes; para las actividades en clase incluyeron discusión en equipo y aprendizaje cooperativo, presentación en equipo, retroalimentación del instructor, capacitación práctica, evaluación de preparación previa al aprendizaje, aplicación basada en escenarios, capacitación en diagnóstico de enfermería y para las actividades postclase, revisión por pares, evaluación posterior a la clase, encuesta y autoevaluación (Park et al, 2020). Para un curso de anatomía diseñaron e implementaron recursos digitales modales de anatomía y trabajo grupal multimedia, videos pregrabado y lectura de materiales, imágenes anatómicas virtuales en 2D y modelos anatómicos en 3D, pizarra animación, guion gráfico o podcast (Xiao & Adnan, 2022).…”

Health-related quality of life of migrant workers: a systematic literature review

“…Thus, future studies ought to plan and attempt scientific and systematic intervention studies to present a clear explanatory power of factors affecting the QoL of migrant workers and to provide higher-quality evidence-based data. Furthermore, health promotion programs such as group art therapy, holistic health nursing intervention, horticultural therapy, and stretching programs were utilized in a systematic literature review confirming the effectiveness of programs for the health promotion of migrant workers [ 24 ]. Moreover, these health promotion programs can be considered in future studies to verify whether they are effective in improving the HRQoL of migrant workers.…”

“…Culture shock, homesickness, communication difficulties, and interpersonal stress can threaten the mental health of migrant workers and aggravate depression [ 23 , 39 ]. A previous systematic literature review [ 24 ] showed that psychosocial health promotion programs reduce depression and anxiety among migrant workers. In addition, health promotion behaviour and health knowledge (literacy) were identified as influencing factors that increase HRQoL.…”

Flipped Learning Studies in Science-Related Disciplines: A Meta-Synthesis

“…Objectives of remembering and understanding levels are gained outside the classroom, while higher-level objectives are gained in the classroom (Nerantzi, 2020). Therefore, students have the opportunity to apply what they have learned outside of the classroom through FLM (Park et al, 2021). FLM has many advantages both for students and teachers.…”

“…It enables student-centered (Wanner & Palmer, 2015) and laboratory activities in the classroom (Kuroki & Mori, 2021). Moreover, FLM provides students with flexible time (Baepler, et al, 2014), flexible content, and active learning opportunities (Hwang et al, 2021;Park et al, 2021). It also provides students with opportunities to evaluate their learning (Bergman & Sams, 2012).…”