The University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA.
University at Albany, The State University of New York, Albany, New York, USA.
Med Educ. 2017 Jun;51(6):585-597. doi: 10.1111/medu.13272.
There are inconsistent claims made about the effectiveness of the flipped classroom (FC) in medical education; however, the quality of the empirical evidence used to back up these claims is not evident. The aims of this review are to examine the scope and quality of studies on the FC teaching approach in medical education and to assess the effects of FCs on medical learning.
A literature search was conducted using the major electronic databases in 2016. Peer-reviewed papers were screened and reviewed according to explicit inclusion criteria. The scope and quality of all resultant studies were evaluated. Studies identified as using controlled designs were further synthesised to assess the effects of FCs on learning.
A total of 118 articles were obtained. Full texts of 82 articles were reviewed. Nine of the included 46 articles used a controlled design when examining the effects of the FC. There were generally positive perceptions of the FC approach. However, the effects of FCs on changes in knowledge and skills were less conclusive as the effect sizes ranged from d = -0.27 to 1.21, with a median of 0.08. The varying direction and magnitude of the effect sizes, together with their 95% confidence interval, which contained zero, suggested the lack of strong evidence for the effectiveness of FCs in promoting knowledge acquisition above and beyond the traditional learning methods.
There has been a recent increase of research rigor and variety in measures of effectiveness in studies on the FC in medical education. The FC is a promising teaching approach to increase learners' motivation and engagement. More solid evidence on its effect on changes in knowledge and skills are warranted. Further studies should also examine the long-term effects of FCs with regard to knowledge retention and transfer of knowledge to professional practice and patient care.
翻转课堂（FC）在医学教育中的有效性存在不一致的说法；然而，支持这些说法的实证证据的质量并不明显。本综述的目的是检查医学教育中 FC 教学方法的研究范围和质量，并评估 FC 对医学学习的影响。
2016 年，我们使用主要电子数据库进行了文献检索。根据明确的纳入标准筛选和审查同行评审论文。评估所有研究的范围和质量。确定使用对照设计的研究进一步综合评估 FC 对学习的影响。
共获得 118 篇文章。对 82 篇文章的全文进行了审查。在检查 FC 效果的 46 篇文章中，有 9 篇使用了对照设计。人们普遍对 FC 方法持积极看法。然而，FC 对知识和技能变化的影响并不确定，因为效应大小范围为 d = -0.27 至 1.21，中位数为 0.08。效应大小的方向和幅度各不相同，95%置信区间包含零，这表明没有强有力的证据表明 FC 在促进知识获取方面优于传统学习方法。
医学教育中关于 FC 的研究在研究严谨性和有效性衡量方法方面最近有所增加。FC 是一种很有前途的教学方法，可以提高学习者的积极性和参与度。需要更多关于其对知识和技能变化影响的更可靠证据。进一步的研究还应检查 FC 的长期效果，包括知识保留以及知识向专业实践和患者护理的转移。
