Systematic review on the effect of flipped classroom on medical courses in undergraduate medical education

VernacularTitle:翻转课堂对医学本科课程教学影响的系统评价
Author: Lili CHEN ; Yue WANG ; Xueyan JING ; Yanjie YANG ; Xiaoyan WU
From: Chinese Journal of Medical Education Research 2021;20(1):80-85
CountryChina
Language:Chinese
Abstract: Objective:To systematically review the teaching effects of flipped classroom (FC) in undergraduate medical education in China.Methods:Such databases as CNKI, VIP Data, and WanFang, were electronically searched for literature of randomized controlled trials (RCTs) on FC versus lecture-based learning (LBL) applied in medical education in China up to March, 2018. The included literature were evaluated for the quality, and RevMan5.3 software was used for Meta-analysis.Results:A total of 26 RCTs were included in the study, including 4 249 students, of whom the FC group had 2 135 cases, while LBL group had 2 114 cases. The students in FC group got significantly higher scores than those of the students in LBL group in the theoretical scores (WMD = 7.81, 95%CI = 5.18 -10.43, P < 0.05), skills tests (WMD = 4.69, 95%CI = 0.65 -8.73, P < 0.05). Conclusion:The FC can significantly improve the teaching results in undergraduate medical education.