A systematic review of the effectiveness of flipped classrooms in medical education

Chen, Fei; Lui, Angela M.; Martinelli, Susan M.

doi:10.1111/medu.13272

Cited by 566 publications

(601 citation statements)

References 35 publications

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“…Recently, the flipped classroom approach has received much attention in medical education [17]. The flipped classroom requires students to obtain background knowledge through homework prior to a face-to face class meeting, and reserves precious in-class time for applying knowledge to solve real clinical problems through discussion facilitated by faculty [18,19].…”

Section: Introductionmentioning

confidence: 99%

“…A large body of recent literature has reported the application of flipped classroom in health sciences education, including nursing, pharmacology, physiology, radiology, epidemiology, and stomatology [17,22–30]. More recently, the flipped classroom approach has been extended to medical clerkship teaching with encouraging results, such as clerkships in emergency medicine and surgery [22,31–33].…”

Section: Introductionmentioning

confidence: 99%

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Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Tang

Chen

Zhu

et al. 2017

Medical Education Online

162

172

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Background: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. Objective: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Design: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach they experienced and to evaluate students’ self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. Results: More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. Conclusions: The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented. Abbreviations FG: Flipped classroom group; TG: Traditional lecture-based classroom group; TBL: Team-based learning; PBL: Problem-based learning; ZOC: Zhongshan Ophthalmic Center

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Tang

Chen

Zhu

et al. 2017

Medical Education Online

162

172

View full text Add to dashboard Cite

show abstract

“…For example, a recent scoping review of the literature across higher education noted that much of the emerging evidence of improved academic performance is indirectly related to the FC, with a paucity of conclusive evidence being put forward to support its utility (O'Flaherty and Phillips, 2015). Furthermore, and specifically in relation to medical education, a systematic review found that despite the positive perceptions of FCs, the effects on changes in knowledge and skills were less conclusive and suggested a lack of evidence on its effectiveness (Chen et al, 2017). However, two recent research articles have shown the potential of a FC in relation to histology and gross anatomy teaching.…”

Section: Is the Fc Always Appropriate?mentioning

confidence: 99%

Flipped classroom or an active lecture?

Pickering

Roberts

2017

Clinical Anatomy

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Recent changes in anatomy education have seen the introduction of flipped classrooms as a replacement to the traditional didactic lecture. This approach utilizes the increasing availability of digital technology to create learning resources that can be accessed prior to attending class, with face-to-face sessions then becoming more student-centered via discussion, collaborative learning, and problem-solving activities. Although this approach may appear intuitive, this viewpoint commentary presents a counter opinion and highlights a simple alternative that utilizes evidence-based active learning approaches as part of the traditional lecture. The active lecture takes the traditional lecture, and (1) ensures the lecture content is relevant and has clear objectives, (2) contains lecture material that is designed according to the latest evidencebase, (3) complements it with additional supplementary material, (4) creates space to check prior understanding and knowledge levels, and (5) utilizes suitable technology to facilitate continual engagement and interaction. Clin. Anat. 31:118-121,

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“…Furthermore, a 2015 scoping review on flipped classrooms, O’Flaherty and Phillips’ results indicate that although there was indirect evidence of improved academic performance and student and faculty satisfaction with the flipped classrooms, there was a paucity of conclusive evidence that the flipped classroom format contributed to building lifelong learning and skills [11]. A more recent 2017 systematic review on the effectiveness of flipped classrooms by Chen et al confirm that while there were generally positive perceptions of the flipped classroom approach, the effect of flipped classrooms on changes in knowledge and skills were less conclusive in promoting knowledge acquisition above and beyond the more ‘traditional’ learning methods [12]. The review of evidence highlights the variations in teaching outcomes is probably dependent on many factors other than just the teaching format.…”

Section: The Classroom Networkmentioning

confidence: 99%

Revisiting the merits of a mandatory large group classroom learning format: an MD-MBA perspective

Pinto-Powell

2017

Medical Education Online

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The role of classroom learning in medical education is rapidly changing. To promote active learning and reduce student stress, medical schools have adopted policies such as pass/fail curriculums and recorded lectures. These policies along with the rising importance of the USMLE (United States Medical Licensing Examination) exams have made asynchronous learning popular to the detriment of classroom learning. In contrast to this model, modern day business schools employ mandatory large group classes with assigned seating and cold-calling. Despite similar student demographics, medical and business schools have adopted vastly different approaches to the classroom.When examining the classroom dynamic at business schools with mandatory classes, it is evident that there’s an abundance of engaging discourse and peer learning objectives that medical schools share. Mandatory classes leverage the network effect just like social media forums such as Facebook and Twitter. That is, the value of a classroom discussion increases when more students are present to participate. At a time when students are savvy consumers of knowledge, the classroom is competing against an explosion of study aids dedicated to USMLE preparation. Certainly, the purpose of medical school is not solely about the efficient transfer of knowledge – but to train authentic, competent, and complete physicians. To accomplish this, we must promote the inimitable and deeply personal interactions amongst faculty and students. When viewed through this lens, mandatory classes might just be a way for medical schools to leverage their competitive advantage in educating the complete physician.

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A systematic review of the effectiveness of flipped classrooms in medical education

Cited by 566 publications

References 35 publications

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

Flipped classroom or an active lecture?

Revisiting the merits of a mandatory large group classroom learning format: an MD-MBA perspective

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