Design principles for fully online flipped learning in health professions education: a systematic review of research during the COVID-19 pandemic

[1] Durfee SM(2020)Medical student education roadblock due to COVID-19: Virtual radiology core clerkship to the rescue Acad Radiol 27 1461-6

[2] Goldenson RP(2021)Effects of modified BOPPPS-based SPOC and flipped class on 5th-year undergraduate oral histopathology learning in China during COVID-19 BMC Med Educ 21 540-597

[3] Gill RR(2021)Online class or flipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic? BMC Med Educ 21 499-9

[4] Rincon SP(2022)Enhancing the effectiveness of flipped classroom in health science education: A state-of-the-art review BMC Med Educ 22 34-21

[5] Flower E(2017)A systematic review of the effectiveness of flipped classrooms in medical education Med Educ 51 585-35

[6] Avery LL(2018)Flipped classroom improves student learning in health professions education: a meta-analysis BMC Med Educ 18 38-1456

[7] Wang S(2021)Synchronous online pharmacy skills group work: A breakout room toolbox for teaching Afr J Health Prof Education 13 166-50

[8] Xu X(2021)Virtual inverted classroom to replace in-person radiology lectures at the time of the COVID-19 pandemic – A prospective evaluation and historic comparison BMC Med Educ 21 611-72

[9] Li F(2016)The evidence for ‘flipping out’: a systematic review of the flipped classroom in nursing education Nurse Educ Today 38 15-105

[10] Fan H(2021)Medical student education during the COVID-19 pandemic: Initial experiences implementing a virtual interventional radiology elective course Acad Radiol 28 128-1731

[1] Durfee SM(2020)Medical student education roadblock due to COVID-19: Virtual radiology core clerkship to the rescue Acad Radiol 27 1461-6

[2] Goldenson RP(2021)Effects of modified BOPPPS-based SPOC and flipped class on 5th-year undergraduate oral histopathology learning in China during COVID-19 BMC Med Educ 21 540-597

[3] Gill RR(2021)Online class or flipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic? BMC Med Educ 21 499-9

[4] Rincon SP(2022)Enhancing the effectiveness of flipped classroom in health science education: A state-of-the-art review BMC Med Educ 22 34-21

[5] Flower E(2017)A systematic review of the effectiveness of flipped classrooms in medical education Med Educ 51 585-35

[6] Avery LL(2018)Flipped classroom improves student learning in health professions education: a meta-analysis BMC Med Educ 18 38-1456

[7] Wang S(2021)Synchronous online pharmacy skills group work: A breakout room toolbox for teaching Afr J Health Prof Education 13 166-50

[8] Xu X(2021)Virtual inverted classroom to replace in-person radiology lectures at the time of the COVID-19 pandemic – A prospective evaluation and historic comparison BMC Med Educ 21 611-72

[9] Li F(2016)The evidence for ‘flipping out’: a systematic review of the flipped classroom in nursing education Nurse Educ Today 38 15-105

[10] Fan H(2021)Medical student education during the COVID-19 pandemic: Initial experiences implementing a virtual interventional radiology elective course Acad Radiol 28 128-1731