Flipped classroom improves student learning in health professions education: a meta-analysis

被引:654
作者
Hew, Khe Foon [1 ]
Lo, Chung Kwan [1 ]
机构
[1] Univ Hong Kong, Pok Fu Lam Rd, Hong Kong, Hong Kong, Peoples R China
关键词
Flipped classroom; Flipped learning; Health professions education; Meta-analysis; MEDICAL-EDUCATION; PERFORMANCE; MODEL; SATISFACTION; PRINCIPLES;
D O I
10.1186/s12909-018-1144-z
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Background: The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health). Method: Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the COMPREHENSIVE META-ANALYSIS software. Results: A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21-0.46, p < 0.001), with no evidence of publication bias. In addition, the flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms. Conclusions: Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.
引用
收藏
页数:12
相关论文
共 63 条
[1]   Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research [J].
Abeysekera, Lakmal ;
Dawson, Phillip .
HIGHER EDUCATION RESEARCH & DEVELOPMENT, 2015, 34 (01) :1-14
[2]   Statistics notes - Standard deviations and standard errors [J].
Altman, DG ;
Bland, JM .
BRITISH MEDICAL JOURNAL, 2005, 331 (7521) :903-903
[3]  
[Anonymous], P 120 ASEE NAT C EXP
[4]  
[Anonymous], 2012, 7 things you should know about...flipped classrooms
[5]  
[Anonymous], 2016, EDUC RES INT
[6]  
[Anonymous], ANAT SCI ED
[7]  
[Anonymous], NATURE
[8]  
[Anonymous], 2011, RISE K 12 BLENDED LE
[9]  
Bergmann J., 2008, LEARNING LEADING TEC, V36, P24
[10]   The evidence for 'flipping out': A systematic review of the flipped classroom in nursing education [J].
Betihavas, Vasiliki ;
Bridgman, Heather ;
Kornhaber, Rachel ;
Cross, Merylin .
NURSE EDUCATION TODAY, 2016, 38 :15-21