Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
Review
. 2023 Jul 7;19(3):e1339.
doi: 10.1002/cl2.1339. eCollection 2023 Sep.

The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review

Cho Naing  1 , Maxine A Whittaker  1 , Htar Htar Aung  2 , Dinesh Kumar Chellappan  3 , Amy Riegelman  4
Affiliations
Review

The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review

Cho Naing et al. Campbell Syst Rev. .

Abstract

Background: The 'flipped classroom' approach is an innovative approach in educational delivery systems. In a typical flipped class model, work that is typically done as homework in the didactic model is interactively undertaken in the class with the guidance of the teacher, whereas listening to a lecture or watching course-related videos is undertaken at home. The essence of a flipped classroom is that the activities carried out during traditional class time and self-study time are reversed or 'flipped'.

Objectives: The primary objectives of this review were to assess the effectiveness of the flipped classroom intervention for undergraduate health professional students on their academic performance, and their course satisfaction.

Search methods: We identified relevant studies by searching MEDLINE (Ovid), APA PsycINFO, Education Resources Information Center (ERIC) as well as several more electronic databases, registries, search engines, websites, and online directories. The last search update was performed in April 2022.

Selection criteria: Included studies had to meet the following criteria: Participants: Undergraduate health professional students, regardless of the type of healthcare streams (e.g., medicine, pharmacy), duration of the learning activity, or the country of study. Intervention: We included any educational intervention that included the flipped classroom as a teaching and learning tool in undergraduate programs, regardless of the type of healthcare streams (e.g., medicine, pharmacy). We also included studies that aimed to improve student learning and/or student satisfaction if they included the flipped classroom for undergraduate students. We excluded studies on standard lectures and subsequent tutorial formats. We also excluded studies on flipped classroom methods, which did not belong to the health professional education(HPE) sector (e.g., engineering, economics). Outcomes: The included studies used primary outcomes such as academic performance as judged by final examination grades/scores or other formal assessment methods at the immediate post-test, as well as student satisfaction with the method of learning. Study design: We included randomised controlled trials (RCTs), quasi-experimental studies (QES), and two-group comparison designs. Although we had planned to include cluster-level RCTs, natural experiments, and regression discontinuity designs, these were not available. We did not include qualitative research.

Data collection and analysis: Two members of the review team independently screened the search results to assess articles for their eligibility for inclusion. The screening involved an initial screening of the title and abstracts, and subsequently, the full text of selected articles. Discrepancies between the two investigators were settled through discussion or consultation with a third author. Two members of the review team then extracted the descriptions and data from the included studies.

Main results: We found 5873 potentially relevant records, of which we screened 118 of them in full text, and included 45 studies (11 RCTs, 19 QES, and 15 two-group observational studies) that met the inclusion criteria. Some studies assessed more than one outcome. We included 44 studies on academic performance and eight studies on students' satisfaction outcomes in the meta-analysis. The main reasons for excluding studies were that they had not implemented a flipped class approach or the participants were not undergraduate students in health professional education. A total of 8426 undergraduate students were included in 45 studies that were identified for this analysis. The majority of the studies were conducted by students from medical schools (53.3%, 24/45), nursing schools (17.8%, 8/45), pharmacy schools (15.6%, 7/45). medical, nursing, and dentistry schools (2.2%, 1/45), and other health professional education programs (11.1%, 5/45). Among these 45 studies identified, 16 (35.6%) were conducted in the United States, six studies in China, four studies in Taiwan, three in India, two studies each in Australia and Canada, followed by nine single studies from Brazil, German, Iran, Norway, South Korea, Spain, the United Kingdom, Saudi Arabia, and Turkey. Based on overall average effect sizes, there was better academic performance in the flipped class method of learning compared to traditional class learning (standardised mean difference [SMD] = 0.57, 95% confidence interval [CI] = 0.25 to 0.90, τ 2: 1.16; I 2: 98%; p < 0.00001, 44 studies, n = 7813). In a sensitivity analysis that excluded eleven studies with imputed data from the original analysis of 44 studies, academic performance in the flipped class method of learning was better than traditional class learning (SMD = 0.54, 95% CI = 0.24 to 0.85, τ 2: 0.76; I 2: 97%; p < 0.00001, 33 studies, n = 5924); all being low certainty of evidence. Overall, student satisfaction with flipped class learning was positive compared to traditional class learning (SMD = 0.48, 95% CI = 0.15 to 0.82, τ 2: 0.19, I 2:89%, p < 0.00001, 8 studies n = 1696); all being low certainty of evidence.

Authors' conclusions: In this review, we aimed to find evidence of the flipped classroom intervention's effectiveness for undergraduate health professional students. We found only a few RCTs, and the risk of bias in the included non-randomised studies was high. Overall, implementing flipped classes may improve academic performance, and may support student satisfaction in undergraduate health professional programs. However, the certainty of evidence was low for both academic performance and students' satisfaction with the flipped method of learning compared to the traditional class learning. Future well-designed sufficiently powered RCTs with low risk of bias that report according to the CONSORT guidelines are needed.

PubMed Disclaimer

Figures

Figure 1
Figure 1
Study selection process.
Figure 2
Figure 2
Risk of bias summary: Review authors' judgements about each risk of bias item for each included study.
Figure 3
Figure 3
(Analysis 1.1) Forest plot of comparison: 1 Flipped versus Traditional, outcome: 1.2 Final Grade/t immediate post‐test.
Figure 4
Figure 4
(Analysis 2.1) Forest plot showing the results of students' satisfaction.
Figure 5
Figure 5
(Analysis 3.1) Forest plot showing the results of academic performance in 11 randomised controlled trials.
Figure 6
Figure 6
(Analysis 3.1) Funnel plot showing the likelihood of publication bias.
See this image and copyright information in PMC

Similar articles

See all similar articles

Cited by

See all "Cited by" articles

References

Anderson 2017

    1. Anderson, Jr., H. G. , Frazier, L , Anderson, S. , Stanton, R. , Gillette, C. , Broedel‐Zaugg, K. , & Yingling, K. (2017). Comparison of pharmaceutical calculations learning outcomes achieved within a traditional lecture or flipped classroom andragogy. American Journal of Pharmaceutical Education, 81(4), Article 70. - PMC - PubMed

Angadi 2019

    1. Angadi, N. B. , Kavi, A. , Shetty, K. , & Hashilkar, N. K. (2019). Effectiveness of flipped classroom as a teaching‐learning method among undergraduate medical students—An interventional study. Journal of Education and Health Promotion, 8, 211. 10.4103/jehp.jehp_163_19 - DOI - PMC - PubMed

Baris 2020

    1. Baris, S. , & Melih, E. (2020). Using traditional or flipped classrooms to teach “vascular access skill”: A pilot study to investigate the impact of the flipped classroom approach on students' competencies. Social Science Journal, 09/18, 1–14. 10.1016/j.soscij.2019.09.002 - DOI

Bossaer 2016

    1. Bossaer, J. B. , Panus, P. , Stewart, D. W. , Hagemeier, N. E. , & George, J. (2016). Student performance in a pharmacotherapy oncology module before and after flipping the classroom. American Journal of Pharmaceutical Education, 80(2), 31. - PMC - PubMed

Boysen‐Osborn 2016

    1. Boysen‐Osborn, M. , Anderson, C. L. , Navarro, R. , Yanuck, J. , Strom, S. , McCoy, E. , Youm, J. , Ypma‐Wong, M. F. , & Langdorf, M. I. (2016). Flipping the advanced cardiac life support classroom with team‐based learning: Comparison of cognitive testing performance for medical students at the University of California, Irvine, United States. Journal of Educational Evaluation for Health Professions, 13, 11. 10.3352/jeehp.2016.13.11 - DOI - PMC - PubMed

Burak 2015

    1. Burak, K. , McLaughlin, K. , Coderre, S. , Busche, K. , & Raman, M. (2015). The flipped classroom improves learning of hepatology in undergraduate medical education. Journal of Gastroenterology and Hepatology (Australia), (Suppl. 3), 98–99.

Chaudhuri 2019

    1. Chaudhuri, A. , & Ray, B. (2019). A comparative study of outcome of flipped class room assisted lecture classes and traditional lecture classes among first MBBS students in a medical college of West Bengal. International Journal of Research and Review, 6(12), 574–580.

Cheng 2016

    1. Cheng, X. , Lee, K. K. H. , Chang, E. Y. , & Yang, X. (2016). The “flipped classroom” approach: stimulating positive learning attitudes and improving mastery of histology among medical students. Anatomical Sciences Education, 10(4), 317–327. 10.1002/ase.1664 - DOI - PubMed

Chiu 2018

    1. Chiu, H. Y. , Kang, Y. N. , Wang, W. L. , Huang, H. C. , Wu, C. C. , Hsu, W. , Tong, Y.‐S. , & Wei, P.‐L. (2018). The effectiveness of a simulation‐based flipped classroom in the acquisition of laparoscopic suturing skills in medical students—A pilot study. Journal of surgical education, 75(2), 326–332. - PubMed

Chu 2019

    1. Chu, T. L. , Wang, J. , Monrouxe, L. , Sung, Y. C. , Kuo, C. , Ho, L. H. , & Lin, Y.‐E. (2019). The effects of the flipped classroom in teaching evidence based nursing: A quasi‐experimental study. PLoS ONE, 1, e0210606. - PMC - PubMed

Cotta 2016

    1. Cotta, K. I. , Shah, S. , Almgren, M. M. , Macías‐Moriarity, L. Z. , & Mody, V. (2016). Effectiveness of flipped classroom instructional model in teaching pharmaceutical calculations. Currents in Pharmacy Teaching and Learning, 8(5), 646–653.

Dehghanzadeh 2020

    1. Dehghanzadeh, S. , Ritzenthaler, D. , Sun, A. , Rudert, N. , & Lewis, J. (2020). Comparing the effects of traditional lecture and flipped classroom on nursing students' critical thinking disposition: A quasi‐experimental study. Medical Teacher, 42(3), 285–290. - PubMed

Dodiya 2019

    1. Dodiya, D. , Vadasmiya, D. S. , & Diwan, J. (2019). A comparative study of flip classroom teaching method versus traditional classroom teaching method in undergraduate medical students in physiology. National Journal of Physiology, Pharmacy and Pharmacology, 9, 6.

Evans 2016

    1. Evans, K. H. , Atalie, C. , Thompson, A. C. , O'Brien, C. , Bryant, M. , Basaviah, P. , Prober, C. , & Popat, R. A. (2016). An innovative blended preclinical curriculum in clinical epidemiology and biostatistics: impact on student satisfaction and performance. Academic Medicine, 91(5), 696–700. - PubMed

Fan 2020

    1. Fan, J. Y. , Tseng, Y. J. , Chao, L. F. , Chen, S. L. , & Jane, S. W. (2020). Learning outcomes of a flipped classroom teaching approach in an adult‐healthnursing course: A quasi‐experimental study. BMC Medical Education, 20, 317. - PMC - PubMed

Gillispie 2016

    1. Gillispie, V. (2016). Using the flipped classroom to bridge the gap to generation Y. Ochsner Journal, 16(1), 32–36. - PMC - PubMed

Grønlien 2021

    1. Grønlien, H. K. , Christoffersen, T. E. , Ringstad, Ø. , Andreassen, M. , & Lugo, R. G. (2021). A blended learning teaching strategy strengthens the nursing students' performance and self‐reported learning outcome achievement in an anatomy, physiology, and biochemistry course—A quasi‐experimental study. Nurse Education in Practice, 52, 103046. 10.1016/j.nepr.2021.103046 - DOI - PubMed

Harrington 2015

    1. Harrington, S. A. , Bosch, M. V. , Schoofs, N. , Beel‐Bates, C. , & Anderson, K. (2015). Quantitative outcomes for nursing students in a flipped classroom. Nursing Education Perspectives, 36(3), 179–181.

Heitz 2015

    1. Heitz, C. , Prusakowski, M. , Willis, G. , & Franck, C. (2015). Does the concept of the “flipped classroom” extend to the emergency Medicine clinical clerkship? Western Journal of Emergency Medicine, 16(6), 851–855. - PMC - PubMed

Herrero 2020

    1. Herrero, J. , & Quirog, J. (2020). Flipped classroom improves results in pathophysiology learning: Results of a nonrandomized controlled study. Advances in Physiology Education, 44, 370–375. 10.1152/advan.00153.2019 - DOI - PubMed

Hu 2019

    1. Hu, X. , Zhang, H. , Song, Y. , Wu, C. , Yang, Q. , Shi, Z. , Zhang, X. , & Chen, W. (2019). Implementation of flipped classroom combined with problem‐based learning: An approach to promote learning about hyperthyroidism in the endocrinology internship. BMC Medical Education, 19, 290. - PMC - PubMed

Huang 2020

    1. Huang, H. L. , Chou, C. P. , Leu, S. , You, H. L. , Tiao, M. M. , & Chen, C. H. (2020). Effects of a quasi‐experimental study of using flipped classroom approach to teach evidence‐based Medicine to medical technology students. BMC Medical Education, 20, 31. - PMC - PubMed

Isherwood 2019

    1. Isherwood, G. , Taylor, K. , Burnside, G. , Fitzgerald, R. , & Flannigan, N. (2020). Teaching orthodontic emergencies using the “flipped classroom” method of teaching-A mixed methods RCT. European Journal of Dental Education, 24(1), 53–62. - PubMed

Kuhl 2017

    1. Kuhl, S. J. , Toberer, M. , Keis, O. , Tolks, D. , Fischer, M. R. , & Kühl, M. (2017). Concept and benefits of the inverted classroom method for a competency‐based biochemistry course in the pre‐clinical stage of a human Medicine course of studies. GMS Journal for Medical Education, 34(3), 1–13. 10.3205/zma001108 - DOI - PMC - PubMed

Lin 2017

    1. Lin, Y. , Zhu, Y. , Chen, C. , Wang, W. , Chen, T. , Li, T. , Li, Y. , Liu, B. , Lian, Y. , Lu, L. , Zou, Y. , & Liu, Y. (2017). Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer? PLoS ONE, 12(4), e0174829. - PMC - PubMed

Lucchetti 2018

    1. Lucchetti, A. L. G. , da Silva Ezequiel, O. , de Oliveira, I. N. , Moreira‐Almeida, A. , & Lucchetti, G. (2018). Using traditional or flipped classrooms to teach “geriatrics and gerontology”? Investigating the impact of active learning on medical students' competences. Medical Teacher, 40(12), 1248–1256. 10.1080/0142159X.2018.1426837 - DOI - PubMed

Missildine 2013

    1. Missildine, K. , Fountain, R. , Summers, L. , & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597–599. - PubMed

Morton 2017

    1. Morton, D. A. , & Colbert‐Getz, J. M. (2017). Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom's taxonomy. Anatomical Sciences Education, 10(2), 170–175. - PubMed

O'Connor 2016

    1. O'Connor, E. E. , Fried, J. , McNulty, N. , Shah, P. , Hogg, J. P. , Lewis, P. , Zeffiro, T. , Agarwal, V. , & Reddy, S. (2016). Flipping radiology education right side up. Academic Radiology, 23(7), 810–822. - PubMed

Park 2018

    1. Park, E. O. , & Park, J. H. (2018). Quasi‐experimental study on the effectiveness of a flipped classroom for teaching adult health nursing. Japan Academy of Nursing Science, 15, 125–134. - PubMed

Ren 2020

    1. Ren, X. , Sui, L. L. , Guan, Y. F. , Kong, Y. , Liu, B. , Ding, Y. F. , Ma, H. Y. , Wang, X. L. , Kong, H. , & Kong, L. (2022). Flipped classroom is an approach of basic medical education for undergraduate students. Research Square, (preprint), 1–15. 10.21203/rs.3.rs-18325/v1 - DOI

Rui 2017

    1. Rui, Z. , Lian‐rui, X. , Rong‐zheng, Y. , Jing, Z. , Xue‐hong, W. , & Chuan, Z. (2017). Friend or foe? flipped classroom for undergraduate electrocardiogram learning: A randomized controlled study. BMC Medical Education, 17(1), 53. - PMC - PubMed

Sajid 2020

    1. Sajid, M. , Shaikh, A. , Ikram, M. , Cahusac, P. , Yaqinuddin, A. , Alkattan, W. , & Rohra, D. (2020). Comparative analysis of effectiveness between flipped classroom and Lecture‐Based classroom in undergraduate medical education at Alfaisal University. Cureus, 12(11), e11408. 10.7759/cureus.11408 - DOI - PMC - PubMed

Sinclair‐Bennett 2019

    1. Sinclair‐Bennett, R. (2019). Flipped pedagogy versus traditional lecture: Examining clinical reasoning in associate degree nursing education [PhD dissertation at Capella University]. https://search.proquest.com/docview/2320958050?pq-origsite=gscholar&from...

Stewart 2013

    1. Stewart, D. W. , Panus, P. C. , & Hagemeier, N. E. (2013). An analysis of student performance with podcasting and active learning in a pharmacotherapy module. Currents in Pharmacy Teaching and Learning, 5(6), 574–579.

Street 2015

    1. Street, S. E. , Gilliland, K. O. , McNeil, C. , & Royal, K. (2015). The flipped classroom improved medical student performance and satisfaction in a pre‐clinical physiology course. Medical Science Educator, 25(1), 35–43.

Suda 2014

    1. Suda, K. J. , Sterling, J. M. , Guirguis, A. B. , & Mathur, S. K. (2014). Student perception and academic performance after implementation blended learning approach to a drug information and literature evaluation course. Currents in Pharmacy Teaching and Learning, 6(3), 367–372.

Tang 2017

    1. Tang, F. , Chen, C. , Zhu, Y. , Zuo, C. , Zhong, Y. , Wang, N. , Zhou, L. , Zou, Y. , & Liang, D. (2017). Comparison between flipped class room and lecture‐based class room in ophthalmology clerkship. Medical Education Online, 22(1), 1395679. - PMC - PubMed

Wang 2021

    1. Wang, Z. , Kohno, E. Y. , Fueki, K. , Ueno, T. , Inamochi, Y. , Takada, K. , & Wakabayashi, N. (2021). Multilevel factor analysis of flipped classroom in dental education: A 3‐year randomized controlled trial. PLoS ONE, 16(9), e0257208. 10.1371/journal.pone.0257208 - DOI - PMC - PubMed

Whelan 2015

    1. Whelan, A. , Leddy, J. J. , Mindra, S. , Matthew, H. J. D. , El‐Bialy, S. , & Ramnanan, C. J. (2016). Student perceptions of independent versus facilitated small group learning approaches to compressed medical anatomy education. Anatomical Sciences Education, 9(1), 40–51. - PubMed

Whillier 2015

    1. Whillier, S. , & Lystad, R. P. (2015). No differences in grades or level of satisfaction in a flipped classroom for neuro‐anatomy. Journal of Chiropractic Education, 29(2), 127–133. - PMC - PubMed

Wilson 2016

    1. Wilson, J. A. , Waghel, R. C. , Free, N. R. , & Borries, A. (2016). Impact of team‐based learning on perceived and actual retention of over‐the counter pharmacotherapy. Currents in Pharmacy Teaching and Learning, 8(5), 640–645.

Wong 2014

    1. Wong, T. H. , Ip, E. J. , Lopes, I. , & Rajagopalan, V. (2014). Pharmacy students' performance and perceptions in a flipped teaching pilot on cardiac arrhythmias. American Journal of Pharmaceutical Education, 78(10), 185. - PMC - PubMed

Zheng 2020

    1. Zheng, Z. , Yuan, S. , Huang, M. , Liao, J. , Cai, R. , Zhan, H. , Yang, Z. , & Xiong, Y. (2022). Flipped classroom approach used in the training of mass casualty triage for medical undergraduate students. Disaster Medicine and Public Health Preparedness, 16(1), 94–101. 10.1017/dmp.2020.162 - DOI - PubMed

Zhu 2020

    1. Zhu, L. , Lian, Z. , & Engstrom, M. (2020). Use of a flipped classroom in ophthalmology courses for nursing, dental and medical students: A quasi‐experimental study using a mixed‐methods approach. Nurse Education Today, 85, 104262. - PubMed

Almanase 2018

    1. Almanase, M. A. H. (2018). The impact of the flipped classroom instructional model on MPharm students in two pharmacy schools in the UK [PhD thesis]. https://discovery.ucl.ac.uk/id/eprint/10041878/12/Almanasef_10041878_the...

Almodaires 2019

    1. Almodaires, A. A. , Alayyar, G. M. , Almsaud, T. O. , & Almutairi, F. M. (2019). The effectiveness of flipped learning: A quasi‐experimental study of the perceptions of Kuwaiti pre‐service teachers. International Education Studies, 12(1), 10–23.

Angshurekha 2020

    1. Angshurekha, D. , Purnima, B. , Atanu, C. , & Uttara, B. (2020). Introducing flipped classroom to undergraduate students in microbiology. Internal Journal of Health Research and Medico Legal Practice, 6, 1.

Appleyard 2019

    1. Appleyard, J. W. (2020). Using a flipped classroom approach in medical education: A medical student's perspective. Medical Teacher, 42(7), 839–840. - PubMed

Armbruster 2009

    1. Armbruster, P. , Patel, M. , Johnson, E. , & Weiss, M. (2009). Active learning and student‐centered pedagogy improve student attitudes and performance in introductory biology. CBE—Life Sciences Education, 8(3), 203–213. - PMC - PubMed

Belfi 2015

    1. Belfi, L. M. , Bartolotta, R. J. , Giambrone, A. E. , Davi, C. , & Min, R. J. (2015). “Flipping” the introductory clerkship in radiology: Impact on medical student performance and perceptions. Academic Radiology, 22(6), 794–801. - PubMed

Bonnes 2014

    1. Bonnes, S. L. , Ratelle, J. T. , Halvorsen, A. J. , Carter, K. J. , Hafdahl, L. T. , Wang, A. T. , Mandrekar, J. N. , Oxentenko, A. S. , Beckman, T. J. , & Wittich, C. M. (2017). Flipping the quality improvement classroom in residency education. Academic Medicine, 92, 101–107. 10.1097/ACM.0000000000001412 - DOI - PubMed

Brown 2019

    1. Brown P. (2019). A mixed method study: Assessing critical thinking, a mixed method study: Assessing critical thinking, metacognition, and motivation in a flipped classroom metacognition, and motivation in a flipped classroom instructional model [PhD thesis, The University of Southern Mississippi]. file:///C:/Users/user/Desktop/Flipped%20classroom/Brown%20(Thesis).pdf

Burak 2017

    1. Burak, K. W. , Raman, M. , Paget, M. , Busche, K. , Coderre, S. , & McLaughlin, K. (2017). A mixed methods study on the effect of flipping the undergraduate medical classroom. Education Sciences, 7(4), 83. 10.3390/educsci7040083 - DOI

Burden 2015

    1. Burden, M. L. , Carlton, K. H. , Siktberg, L. , & Pavlechko, G. (2015). Flipping the classroom strategies for psychiatric‐mental health course. Nurse Educator, 40(5), 233–236. - PubMed

Busebaia 2020

    1. Busebaia, T. J. A. , & John, B. (2020). Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed‐methods study. Research and Practice in Technology Enhanced Learning, 15(1), 1–16. 10.1186/s41039-020-0124-1 - DOI

Chan 2020

    1. Chan, S.‐Y. , Lamb, Y. K. , & Ng, T. F. (2020). Student's perception on initial experience of flipped classroom in pharmacy education: Are we ready? Innovations in Education and Teaching Internationa, 57(1), 62–73.

Chen 2017

    1. Chen, F. , Lui, A. M. , & Martinelli, S. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education, 51(6), 585–597. - PubMed

Day 2018

    1. Day, L. J. (2018). A gross anatomy flipped classroom effects performance, retention, and higher‐level thinking in lower performing students. Anatomical Sciences Education, 11(6), 565–574. 10.1002/ase.1772 - DOI - PubMed

Ding 2019

    1. Ding, C. , Li, S. , & Chen, B. (2019). Effectiveness of flipped classroom combined with team, case, lecture and evidence‐based learning on ophthalmology teaching for eight‐year program students. BMC Medical Education, 19, 419. - PMC - PubMed

Dombrowski 2018

    1. Dombrowski, T. , Wrobel, C. , Dazert, S. , & Volkenstein, S. (2018). Flipped classroom frameworks improve efficacy in undergraduate practical courses—A quasi‐randomized pilot study in otorhinolaryngology. BMC Medical Education, 18(1), 294. - PMC - PubMed

El‐Banna 2017

    1. El‐Banna, M. M. , Whitlow, M. , & McNelis, A. M. (2017). Flipping around the classroom: Accelerated bachelor of science in nursing students' satisfaction and achievement. Nurse Education Today, 56, 41–46. - PubMed

Espada 2020

    1. Espada, M. , Navia, J. , Gomez, P. , & Gómez, L. M. (2020). Development of the learning to learn competence in the university context: Flipped classroom or traditional method? research in learning technology. Research in Learning Technology, 28, 2251. 10.25304/rlt.v28.2251 - DOI

Fatima 2017

    1. Fatima, S. S. , Arain, F. M. , & Enam, S. A. (2017). Flipped classroom instructional approach in undergraduate medical education. Pakistan Journal of Medical Sciences, 33(6), 1424–1428. - PMC - PubMed

Fatima 2019

    1. Fatima, S. S. , Hashmi, S. , Rehman, R. , & Akbar, R. (2019). Teaching “shock pathophysiology” by flipped classroom. Pakistan Journal of Medical Sciences, 35(6), 1631–1635. - PMC - PubMed

Galway 2014

    1. Galway, L. P. , Corbett, K. K. , Takaro, T. K. , Tairyan, K. , & Frank, E. A. (2014). Novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education, 14(1), 181. - PMC - PubMed

Geist 2015

    1. Geist, M. J. , Larimore, D. , Rawiszer, H. , & Sager, A. W. A. (2015). Flipped versus traditional instruction and achievement in a baccalaureate nursing pharmacology course. Nurse Education Perspective, 36(2), 114–115. - PubMed

Gomez‐Carrasco 2020

    1. Gomez‐Carrasco, C. J. , Monteagudo‐Fernandez, J. , Moreno‐Vera, J. R. , & Sainz‐Gomez, M. (2020). Valuation of a gamification and flipped class room program used in teacher training: Perception of learning and outcome. PLoS ONE, 15(7), e0236083. - PMC - PubMed

Hew 2018

    1. Hew, K. F. , & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta‐analysis. BMC Medical Education, 18(1), 38. 10.1186/s12909-018-1144-z - DOI - PMC - PubMed

Hongsawong 2016

    1. Hongsawong, N. (2016). Effects of four learning methods on medical students' learning outcomes in pediatrics. In AMEE. 3II16 (132308).

Hopper 2020

    1. Hopper, M. K. (2020). A collection of active learning techniques used to maximize student engagement in an advanced physiology course. Journal of the Human Anatomy and Physiology Society, 19, 3.

Hurtubise 2015

    1. Hurtubise, L. , Hall, E. , Sheridan, L. , & Han, H. (2015). The flipped classroom in medical education: Engaging students to build competency. Journal of Medical Education and Curricular Development, 2, 35–43. 10.4137/JMecd.S23895 - DOI - PMC - PubMed

Katilya 2020

    1. Katilya, W. , & Sarah, O. W. (2020). Just‐in‐time teaching and technology to enhance student learning in lab. In Nursing Education Research Conference 2020 (Vol. 40).

Kim 2020

    1. Kim, D. H. , Lee, J. H. , & Kim, S. A. (2020). The pharmacology course for preclinical students using team‐based learning. Korean Journal of Medical Education, 32(1), 35–46. - PMC - PubMed

King 2018

    1. King, A. M. , Mayer, C. , Barrier, M. , Greenberger, S. , & Way, D. P. (2018). Replacing lectures with small groups: The impact of flipping the residency conference day. Western Journal of Emergency Medicine, 18, 11–17. 10.5811/westjem.2017.10.35235 - DOI - PMC - PubMed

Kiviniemi 2014

    1. Kiviniemi, M. T. (2014). Effects of a blended learning approach on student outcomes in a graduate‐level public health course. BMC Medical Education, 14, 181. - PMC - PubMed

Koo 2016

    1. Koo, C. L. , Demps, E. L. , Farris, C. , Bowman, J. D. , Panahi, L. , & Boyle, P. (2016). Impact of flipped classroom design on student performance and perceptions in a pharmacotherapy course. American Journal of Pharmaceutical Education, 80(2), Article 33. - PMC - PubMed

Kugley 2016

    1. Kugley, S. , Wade, A. , Thomas, J. , Mahood, Q. , Jørgensen, A. M. K. , Hammerstrøm, K. , & Sathe, N. (2016). Searching for studies: A guide to information retrieval for Campbell systematic reviews. Campbell Methods Guides, 1, 1–81. 10.4073/cmg.2016.1 - DOI

Kuhl 2019

    1. Kuhl, S. J. , Schneider, A. , Kestler, H. A. , Toberer, M. , Kuhl, M. , & Fischer, M. R. (2019). Investigating the self‐study phase of an inverted biochemistry classroom—Collaborative dyadic learning makes the difference. BMC Medical Education, 19(1), 1–14. 10.1186/s12909-019-1497-y - DOI - PMC - PubMed

Lew 2016

    1. Lew, E. K. (2016). Creating a contemporary clerkship curriculum: The flipped classroom model in emergency medicine. International Journal of Emergency Medicine, 9(1), 25. - PMC - PubMed

Libert 2016

    1. Liebert, C. A. , Mazer, L. , Bereknyei, M. S. , Lin, D. T. , & Lau, J. N. (2016). Student perceptions of a simulation‐based flipped classroom for the surgery clerkship: A mixed‐methods study. Surgery, 160(3), 591–598. - PubMed

Marchalot 2017

    1. Marchalot, A. , Dureuil, B. , Veber, B. , Fellahi, J. L. , Hanouz, J. L. , Dupont, H. , Lorne, E. , Gerard, J. L. , & Compère, V. (2017). Effectiveness of a blended learning course and flipped classroom in first year anaesthesia training. Anaesthesia Critical Care & Pain Medicine, 37(5), 411–415. - PubMed

Martinelli 2017

    1. Martinelli, S. M. , Chen, F. , DiLorenzo, A. N. , Mayer, D. C. , Fairbanks, S. , Moran, K. , Ku, C. , Mitchell, J. D. , Bowe, E. A. , Royal, K. D. , Hendrickse, A. , VanDyke, K. , Trawicki, M. C. , Rankin, D. , Guldan, G. J. , Hand, W. , Gallagher, C. , Jacob, Z. , Zvara, D. A. , … Schell, R. M. (2017). Results of a flipped classroom teaching approach in anesthesiology residents. Journal of Graduate Medical Education, 9(4), 485–490. - PMC - PubMed

McLaughlin 2013

    1. McLaughlin, J. E. , Griffin, L. M. , Esserman, D. A. , Davidson, C. A. , Glatt, D. M. , Roth, M. T. , Gharkholonarehe, N. , & Mumper, R. J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77(9), 196. - PMC - PubMed

McLaughlin 2014

    1. McLaughlin, J. E. , Roth, M. T. , Glatt, D. M. , Gharkholonarehe, N. , Davidson, C. A. , Griffin, L. M. , Esserman, D. A. , & Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 4(89), 236–243. - PubMed

Moraros 2015

    1. Moraros, J. , Islam, A. , Yu, S. , Banow, R. , & Schindelka, B. (2015). Flipping for success: Evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC Medical Education, 15, 27. - PMC - PubMed

Njie‐Carr 2017

    1. Njie‐Carr, V. P. S. , Ludeman, E. , Lee, M. C. , Dordunoo, D. , Trocky, N. M. , & Jenkins, L. S. (2018). An integrative review of flipped classroom teaching models in nursing education. Journal of Professional Nursing, 33(2), 133–144. 10.1016/j.profnurs.2016.07.001 - DOI - PubMed

Oliv́an 2019

    1. Oliv́an, B. B. , Masluk, B. , Gascon, S. , Fueyo, D. R. , Aguilar‐Latorre, A. , Artola, M. I. , & Botaya, R. M. (2019). The use of flipped class room as an active learning approach improves academic performance in social work: A randomized trial in a university. PLoS ONE, 14(4), e0214623. - PMC - PubMed

Oudbier 2022

    1. Oudbier, J. , Spaai, G. , Timmermans, K. , & Boerboom, T. (2022). Enhancing the effectiveness of flipped classroom in health science education: A state‐of‐the‐art review. BMC Medical Education, 22, 34. 10.1186/s12909-021-03052-5 - DOI - PMC - PubMed

Park 2015

    1. Park, S. E. , & Howell, T. H. (2015). Implementation of a flipped classroom educational model in a predoctoral dental course. Journal of Dental Education, 79(5), 563–570. - PubMed

Pierce 2012

    1. Pierce, R. , & Fox, J. (2012). Vodcasts and active‐learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10), 196. 10.5688/ajpe7610196 - DOI - PMC - PubMed

Piercea 2012

    1. Pierce, R. , & Fox, J. (2012). Vodcasts and active‐learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10), 196. - PMC - PubMed

Porcaro 2016

    1. Porcaro, P. A. , Jackson, D. E. , McLaughlin, P. M. , & O'Malley, C. J. (2016). Curriculum design of a flipped classroom to enhance haematology learning. Journal of Science Education and Technology, 25(3), 345–357.

Ramnanan 2017

    1. Ramnanan, C. J. , & Pound, L. D. (2017). Advances in medical education and practice: Student perceptions of the flipped classroom. Advances in Medical Education and Practice, 8, 63–73. - PMC - PubMed

Rao 2001

    1. Rao, S. P. , & DiCarlo, S. E. (2001). Active learning of respiratory physiology improves performance on respiratory physiology examinations. Advanced Physiology Education, 25(1–4), 127–133. - PubMed

Rehman 2020

    1. Rehman, R. , Hashmi, S. , Akbar, R. , & Fatima, S. S. (2020). Teaching “shock pathophysiology” by flipped classroom: Views and perspectives. Journal of Medical Education and Curricular Development, 7, 2382120520910853. 10.1177/2382120520910853 - DOI - PMC - PubMed

Riddle 2017

    1. Riddell, J. , Jhun, P. , Fung, C. C. , Comes, J. , Sawtelle, S. , Tabatabai, R. , Joseph, R. , Shoenberger, J. , Chen, E. , & Fee, C. (2017). Does the flipped classroom improve learning in graduate medical education? Journal of Graduate Medical Education, 9(4), 491–496. - PMC - PubMed

Roig‐Vila 2019

    1. Roig‐Vila, R. , & Herrero, J. F. A. (2019). Impact on Twitter of active methodologies PBL, flipped classroom and gamification. Revista Iberoamericana de Educación a Distancia, 22(2), 79–96.

Roy 2020

    1. Roy, H. , Ray, K. , Saha, S. , & Ghosal, A. (2020). A study on students' perceptions for online Zoom‐app based flipped class sessions on anatomy organised during the lock down period of COVID‐19. Journal of Clinical and Diagnostic Research, 14(6), 1–4. 10.7860/JCDR/2020/44869.13797 - DOI

Sait 2017

    1. Sait, M. S. , Siddiqui, Z. , & Ashraf, Y. (2017). Advances in medical education and practice: Student perceptions of the flipped classroom. Advances in Medical Education and Practice, 8, 317–320. 10.2147/AMEP.S133328 - DOI - PMC - PubMed

Sandrone 2020

    1. Sandrone, S. , Berthaud, J. V. , Carlson, C. , Cios, J. , Dixit, N. , Farheen, A. , Kraker, J. , Owens, J. W. M. , Patino, G. , Sarva, H. , Weber, D. , & Schneider, L. D. (2020). Strategic considerations for applying the flipped classroom to neurology education. Annals of Neurology, 87(1), 4–9. - PubMed

Sathapornsathid 2016

    1. Sathapornsathid, A. (2016). Flipped classroom and its effectiveness compared with traditional‐style lecture in stroke rehabilitation medicine course for medical students: Randomized controlled trials. In AMEE. 31114(133617).

Schlairet 2014

    1. Schlairet, M. C. , Green, R. , & Benton, M. J. (2014). The flipped classroom for an undergraduate nursing course. Nurse Educator, 39(6), 321–325. - PubMed

Schneider 2019

    1. Schneider, A. , Kühl, M. , & Kühl, S. J. (2019). Utilizing research findings in medical education: The testing effect within a flipped/inverted biochemistry classroom. Medical Teacher, 41(11), 1245–1251. 10.1080/0142159X.2019.1628195 - DOI - PubMed

Sheppard 2017

    1. Sheppard, M. E. , Vitalone‐Raccaro, N. , Kaari, J. M. , & Ajumobi, T. T. (2017). Using a flipped classroom and the perspective of families to teach medical students about children with disabilities and special education. Disability and Health Journal, 10(4), 552–558. - PubMed

Smith 2017

    1. Smith, C. E. (2017). The flipped classroom benefits of student‐led learning. Nursing, 47(4), 20–22. - PubMed

Sohn 2019

    1. Sohn, S. , Lee, Y. M. , Jung, J. , Cha, E. S. , & Chun, B. C. (2019). The flipped classroom model for an undergraduate epidemiology course. Korean Journal of Medical Education. 31(2), 103–113. 10.3946/kjme.2019.122 - DOI - PMC - PubMed

Tsang 2016

    1. Tsang, A. , & Harris, D. M. (2016). Faculty and second‐year medical student perceptions of active learning in an integrated curriculum. Advance Physiology Education, 40, 446–453. 10.1152/advan.00079.2016 - DOI - PubMed

Tune 2013

    1. Tune, J. D. , Sturek, M. , & Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in Physiology Education, 37(4), 316–320. - PubMed

Vadakedath 2019

    1. Vadakedath, S. , & Kandi, V. (2019). Modified conventional teaching: An assessment of clinical biochemistry learning process among medical undergraduate students using the traditional teaching in combination with group discussion. Cureus, 11(8), e5396. 10.7759/cureus.5396 - DOI - PMC - PubMed

Vavasseur 2020

    1. Vavasseur, A. , Muscari, F. , Meyrignac, O. , Nodot, M. , Dedouit, F. , Revel‐Mouroz, P. , Dercle, L. , Rozenblum, L. , Wang, L. , Maulat, C. , Rousseau, H. , Otal, P. , Dercle, L. , & Mokrane, F.‐Z. (2020). Blended learning of radiology improves medical students' performance, satisfaction, and engagement. Insights into Imaging, 11(1), 61. - PMC - PubMed

Veeramani 2015

    1. Veeraman, R. , Madhugiri, V. S. , & Chand, P. (2015). Perception of MBBS students to “flipped class room” approach in neuroanatomy module. Anatomy & Cell Biology, 48, 138–143. - PMC - PubMed

Wang 2020

    1. Wang, X. , Dong, L. , Lyu, W. , & Geng, Z. (2020). Teaching health assessment symptomatology using a flipped classroom combined with scenario simulation. Journal of Nursing Education, 59(8), 448–452. - PubMed

Watson 2015

    1. Watson, T. D. (2015). Snack cake ‘dissection’: A flipped classroom exercise to engage undergraduates with basic neuroanatomy. Journal of Undergraduate Neuroscience Education, 14(1), A8–A12. - PMC - PubMed

Wozny 2018

    1. Wozny, N. , Balser, C. , & Ives, D. (2018). Evaluating the flipped classroom: A randomized controlled trial. Journal of Economic Education, 49(2), 115–129.

Wu 2018

    1. Wu, J.‐C. , Chi, S.‐C. , Wu, C.‐C. , & Kang, Y.‐N. (2018). Helps from flipped classroom in learning suturing skill: The medical students' perspective. PLoS ONE, 13(10), e0204698. - PMC - PubMed

Wu 2020

    1. Wu, S. , Pan, S. , Ren, Y. , Yu, H. , Chen, Q. , Liu, Z. , & Guo, Q. (2020). Existing contradictions and suggestions: Flipped classroom in radiology courses of musculoskeletal disease under Chinese medical educational mode from medical imaging student perspective. BMC Medical Education, 20(1), 75. - PMC - PubMed

Young 2014

    1. Young, T. P. , Bailey, C. J. , Guptill, M. , Thorp, A. W. , & Thomas, T. L. (2014). The flipped classroom: a modality for mixed asynchronous and synchronous learning in a residency program. Western Journal of Emergency Medicine, 15(7), 938–944. - PMC - PubMed

Al Faris 2013

    1. Al Faris, E. A. , Naeem, N. , McAleer, S. , Qureshi, R. , Van der Vleuten, C. , Irfan, F. , & Jamal, A. (2013). Why a teacher centred medical school curriculum May result in a poor educational environment. Medical Education, 2(2), 85–90.

Atkins 2004

    1. Atkins, D. , Eccles, M. , Flottorp, S. , Guyatt, G. H. , Henry, D. , Hill, S. , Liberati, A. , O'Connell, D. , Oxman, A. D. , Phillips, B. , Schünemann, H. , Edejer, T. T. , Vist, G. E. , Williams, J. W. , & GRADE Working Group . (2004). Systems for grading the quality of evidence and the strength of recommendations I: Critical appraisal of existing approaches. BMC Health Services Research, 4, 38. - PMC - PubMed

Baker 2000

    1. Baker, J. T. (2000). The “classroom flip”: Using web course management tools to become the guide on the side. In 11th International Conference on College Teaching and Learning.

Bergmann 2012

    1. Bergmann, J. , Overmyer, J. , & Wilie, B. (2012). The daily riff—Be smarter. About Education. http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php

Betihavas 2016

    1. Betihavas, V. , Bridgman, H. , Kornhaber, R. , & Cross, M. (2016). The evidence for ‘flipping out’: A systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15–21. - PubMed

Bishop 2013

    1. Bishop, J. L. , & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In Proceedings of the ASEE Annual Conference.

Bligh 2000

    1. Bligh, D. A. (2000). What's the use of lectures?. Jossey‐Bass.

Borenstein 2009

    1. Borenstein, M. , Hedges, L. V. , Higgins, J. P. T. , & Rothstein, H. R. (2009). Introduction to meta‐analysis. Meta‐Regression (Chapter 20; pp. 187–203). Chichester, UK: Wiley.

David 1989

    1. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319–339.

Deeks 2020

    1. Deeks, J. J. , Higgins, J. P. T. , & Altman, D. G. (Eds). (2020). Chapter 10: Analysing data and undertaking meta‐analyses. In J. P. T. Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, M. J. Page, & V. A. Welch (Eds.), Cochrane handbook for systematic reviews of interventions version 6.1 (updated September 2020). Cochrane. www.training.cochrane.org/handbook

Dietrichson 2021

    1. Dietrichson, J. , Filges, T. , Seerup, J. K. , Klokker, R. H. , Viinholt, B. C. , Bøg, M. , & Eiberg, M. (2021). Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in grades K‐6: A systematic review. Cochrane Database of Systematic Reviews, 17(2), e1152. 10.1002/cl2.1152 - DOI - PMC - PubMed

Ellis 2010

    1. Ellis, P. D. (2010). Part 1. Effect sizes and the interpretation of results. In The essential guide to effect sizes: Statistical power, meta‐analysis, and the interpretation of research results (pp. 1–4). Cambridge University Press.

EPOC 2009

    1. Effective Practice and Organization of Care (EPOC) . (2009). Risk of bias tool. https://epoc.cochrane.org/epoc-author-resources

EPOC 2017b

    1. EPOC . (2017). Suggested risk of bias criteria for EPOC reviews. Cochrane Effective Practice and Organisation of Care (EPOC). EPOC Resources for review authors. https://epoc.cochrane.org/resources/epoc-resources-review-authors

Freeman 2014

    1. Freeman, S. , Eddy, S. L. , McDonough, M. , Smith, M. K. , Okoroafor, N. , Jordt, H. , & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111, 8410–8415. - PMC - PubMed

Fulton 2012

    1. Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning and Leading With Technology, 39, 12–17. http://files.eric.ed.gov/fulltext/EJ982840.pdf

Gillette 2018

    1. Gillette, C. , Rudolph, M. , Kimble, C. , Rockich‐Winston, N. , Smith, L. , & Broedel‐Zaugg, K. A. (2018). Meta‐analysis of outcomes comparing flipped classroom and lecture. American Journal of Pharmaceutical Education, 82(5), 6898. - PMC - PubMed

Gross 2015

    1. Gross, D. , Pietri, E. S. , Anderson, G. , Moyano‐Camihort, K. , & Graham, M. J. (2015). Increased pre‐class preparation underlies student outcome improvement in the flipped classroom. Cell Biology Education, 14, 4. - PMC - PubMed

Hamdan 2013

    1. Hamdan, N. , McKnight, P. , McKnight, K. , & Arfstorm, K. M. (2013). A review of flipped learning. Flipped Learning Network, George Mason University: Harper and Row Ltd. www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/LitReview

Hedges 2007

    1. Hedges, L. , & Hedberg, E. C. (2007). Intraclass correlations for planning group randomized experiments in rural education. Journal of Research in Rural Education, 22, 10.

Hedges 2010

    1. Hedges, L. V. , Tipton, E. , & Johnson, M. C. (2010). Robust variance estimation in meta‐regression with dependent effect size estimates. Research Synthesis Methods, 1, 39–65. 10.1002/jrsm.5 - DOI - PubMed

Herreid 2013

    1. Herreid, C. F. , & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62–66.

Hew 2018

    1. Hew, K. F. , & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta‐analysis. BMC Medical Education, 18, 1–12. 10.1186/s12909-018-1144-z - DOI - PMC - PubMed

Higgins 2011a

    1. Higgins, J. P. T. , Savović, J. , Page, M. J. , Elbers, R. G. , & Sterne, J. A. C. (2011). Chapter 8: Assessing risk of bias in a randomized trial. In Higgins J. P. T., Thomas J., Chandler J., Cumpston M., Li T., Page M. J., & Welch V. A. (Eds.), Cochrane handbook for systematic reviews of interventions version 6.1 (updated September 2020). Cochrane. www.training.cochrane.org/handbook

Higgins 2020

    1. Higgins, J. P. T. , Eldridge, S. , & Li, T. (2020). Chapter 23: Including variants on randomized trials. In J. P. T. Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, M. J. Page, & V. A. Welch (Eds.), Cochrane handbook for systematic reviews of interventions version 6.1 (updated September). Cochrane. www.training.cochrane.org/handbook

Issenberg 2005

    1. Issenberg, S. B. , McGaghie, W. C. , Petrusa, E. R. , Lee Gordon, D. , & Scalese, R. J. (2005). Features and uses of high‐fidelity medical simulations that lead to effective learning: A BEME systematic review. Medical Teacher, 27(1), 10–28. - PubMed

Johnson 2013

    1. Johnson, G. B. (2013). Student perceptions of the flipped classroom [Unpublished master's thesis, University of British Columbia].

Johnson 2016

    1. Johnson, L. , Becker, S. A. , Cummins, M. , Estrada, V. , Freeman, A. , & Hall, C. (2016). NMC horizon report. Higher Education Edition. The New Media Consortium.

Kachka 2012

    1. Kachka, P. (2012). Understanding the flipped classroom: Part 2. Faculty Focus.

King 1993

    1. King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30–35.

Kirkpatrick 2006

    1. Kirkpatrick, D. , & Kirkpatrick, J. (2006). Evaluating training programs: The four levels. Berrett‐Koehler.

Lag 2019

    1. Låg, T. , & Sæle, R. G. (2019). Does the flipped classroom improve student learning and satisfaction? A systematic review and meta‐analysis. AERA Open, 5, 3. 10.1177/2332858419870489 - DOI

Lage 2000

    1. Lage, M. J. , Platt, G. J. , & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30. 10.2307/1183338 - DOI

Luo 2018

    1. Luo, D. , Wan, X. , Liu, J. , & Tong, T. (2018). Optimally estimating the sample mean from the sample size, median, mid‐range, and/or mid‐quartile range. Statistical Methods in Medical Research, 27(6), 1785–1805. 10.1177/0962280216669183 - DOI - PubMed

Mccoy 2015

    1. McCoy, L. , Pettit, R. K. , Lewis, J. H. , Bennett, T. , Carrasco, N. , Brysacz, S. , Makin, I. R. S. , Hutman, R. , & Schwartz, F. N. (2015). Developing technology‐enhanced active learning for medical education: Challenges, solutions, and future directions. Journal of the American Osteopathic Association, 115(4), 202–211. - PubMed

Moffett 2015

    1. Moffett, J. (2015). Twelve tips for “flipping” the classroom. Medical Teacher, 37(4), 331–336. - PubMed

Morrison 2014

    1. Morrison, C. D. (2014). From ‘sage on the stage’ to ‘guide on the side’: A good start. International Journal for the Scholarship of Teaching and Learning, 8, 1. 10.20429/ijsotl.2014.080104 - DOI

Musallam 2011

    1. Musallam, R. (2011). Should you flip your classroom. https://www.edutopia.org/blog/flipped-classroom-ramsey-musallam

Persky 2017

    1. Persky, A. M. , & McLaughlin, J. E. (2017). The flipped classroom—From theory to practice in health professional education. American Journal of Pharmacy Education, 81(6), Article 118. - PMC - PubMed

Prober 2013

    1. Prober, C. G. , & Khan, S. (2013). Medical education reimagined: A call to action. Academic Medicine, 88, 1407–1410. - PubMed

Revman Web 2019

    1. The Cochrane Collaboration Review Manager Web (RevManWeb) . Version 1.22.0 [Computer program]. (2019). The Cochrane Collaboration. revman.cochrane.org

Rohwer 2017

    1. Rohwer, A. , Motaze, N. V. , Rehfuess, E. , & Young, T. (2017). E‐learning of evidence‐based health care (EBHC) to increase EBHC competencies in healthcare professionals: A systematic review. The Campbell Collaboration, 4. 10.4073/csr.2017.4 - DOI

Schünemann 2011

    1. Schünemann, H. J. , Higgins, J. P. T. , Vist, G. E. , Glasziou, P. , Akl, E. A. , Skoetz, N. , & Guyatt, G. H. (2020). Chapter 14: Completing ‘Summary of findings’ tables and grading the certainty of the evidence. In Higgins J. P. T., Thomas J., Chandler J., Cumpston M., Li T., Page M. J., & Welch V. A. (Eds.), Cochrane handbook for systematic reviews of interventions version 6.1 (updated September 2020). Cochrane. www.training.cochrane.org/handbook

Schünemann 2022

    1. Schünemann, H. J. , Vist, G. E. , Higgins, J. P. , Santesso, N. , Deeks, J. J. , Glasziou, P. , & Ekl, E. A. (2022). Chapter 15: Interpreting results and drawing conclusions. In Higgins J. P., Thomas J., Chandler J., Cumpston M. S., Li T., & Page M. J., et al. (Eds.), Cochrane handbook for systematic reviews of interventions version 6.3 (updated February 2022). Cochrane. training.cochrane.org/handbook.

Staker 2012

    1. Staker, H. , & Horn, M. B. (2012). Classifying K‐12 blended learning. Innosight Institute.

Tetreault 2013

    1. Tetreault, P. L. (2013). The flipped classroom: Cultivating student engagement. A project submitted in partial fulfillment of the requirements for the degree of master education in the Department of Curriculum and Instruction. University of Victoria.

Van Vliet 2015

    1. Van Vliet, E. A. , Winnips, J. C. , & Brouwer, N. (2015). Flipped‐class pedagogy enhances student metacognition and collaborative‐learning strategies in higher education but effect does not persist. CBE life sciences education, 14(3), 1r26. [Other: 10.1187/cbe.14-09-014] - DOI - PMC - PubMed

Venkatesh 2003

    1. Venkatesh, V. , Morris, M. G. , Davis, G. B. , & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478T.

Wan 2014

    1. Wan, X. , Wang, W. , Liu, J. , & Tong, T. (2014). Estimating the sample mean and standard deviation from the sample size, median, range and/or interquartile range. BMC Medical Research Methodology, 14, 135. 10.1186/1471-2288-14-135 - DOI - PMC - PubMed

Naing 2019

    1. Naing, C. , Kumar Chellappan, D. , Wong Shew, F. , Riegelman, A. , & Whittaker, M. (2019). The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review. Campbell Systematic Reviews. Cochrane Database of Systematic Reviews, 15(3), e1041. 10.1002/cl2.1041 - DOI - PMC - PubMed

LinkOut - more resources