The University of Hong Kong, Pok Fu Lam, Road, Hong Kong.
BMC Med Educ. 2018 Mar 15;18(1):38. doi: 10.1186/s12909-018-1144-z.
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).
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.
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.
Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.
翻转课堂教学法在健康职业教育中越来越受欢迎。然而，目前尚未发表专门针对翻转课堂与传统课堂对学生学习效果影响的元分析。本研究通过元分析对比较性文章的研究结果进行了评估，旨在总结翻转课堂教学法的总体效果。我们特别关注了一组在面对面课堂会议之前提供预先录制的视频的翻转课堂研究。这些比较性文章主要关注的是医疗保健专业人员，包括医学生、住院医师、医生、护士或其他医疗保健专业和学科的学习者（例如牙科、药学、环境或职业健康）。
使用预先确定的研究纳入标准，我们于 2017 年 4 月中旬在七个电子数据库中搜索了相关文章。使用医学教育研究学习质量工具（MERSQI）对方法学质量进行评分。使用 COMPREHENSIVE META-ANALYSIS 软件计算效应量、异质性估计、可能的调节因素分析和发表偏倚。
对 28 项符合纳入标准的比较性研究（被试间设计）进行元分析显示，翻转课堂教学法在健康职业教育中总体上明显优于传统课堂教学法（标准化均数差值，SMD=0.33，95%置信区间，CI=0.21-0.46，p<0.001），且不存在发表偏倚。此外，当教师在每次课堂开始时使用测验时，翻转课堂教学法效果更好。更多的受访者表示他们更喜欢翻转课堂教学法。
目前的证据表明，与传统教学方法相比，翻转课堂教学法在健康职业教育中可显著提高学生的学习效果。
