Li Sisi, Liao Xunchen, Burdick William, Tong Kuang
Center for Teaching and Learning Development, Southern Medical University, Guangzhou, Guangdong, China.
Foundation for Advancement of International Medical Education and Research (FAIMER), Philadelphia, PA, USA.
J Med Educ Curric Dev. 2020 Oct 12;7:2382120520962838. doi: 10.1177/2382120520962838. eCollection 2020 Jan-Dec.
Flipped classroom has received much attention during the last few years in China, but inconsistent conclusions are made about the effectiveness this approach in health professions education. This review examined the findings of controlled studies published in Chinese in order to summarize the effects of the flipped classroom methodology. These studies focused specifically on undergraduate level of health professions students.
A literature search was conducted using China National Knowledge Infrastructure (CNKI) and Wanfang Data Knowledge Service Platform in June 2019. No date restrictions were used. Peer-reviewed papers were reviewed and experimental studies were included if the study compared student outcomes using flipped classroom method versus traditional lectures. The revised version of the Kirkpatrick's model was applied to evaluate the effectiveness of the flipped classroom approach.
In total, 934 articles were obtained. Among them, 235 articles were full text reviewed and 59 met the inclusion criteria. Most of the student agreed that flipped classroom strategy was very helpful improving their self-learning ability, problem solving ability, teamwork, and communication skills, but reported increased workload and less-efficiency compared with traditional lectures. However, the majority of studies (n = 52) showed positive findings of the flipped classroom on changes in knowledge and skills, and 3 in negative. Among these 59 studies, there was little evidence of changes in behavior, organizational practice and patient outcome.
Better design with reduced content should be considered for instructors to promote learning effectiveness. Long-term effects of flipped classroom should be considered in future studies.
近年来，翻转课堂在中国备受关注，但对于这种教学方法在卫生专业教育中的有效性，研究结论并不一致。本综述旨在探讨中文发表的对照研究结果，以总结翻转课堂教学法的效果。这些研究特别关注卫生专业本科学生。
2019年6月，利用中国知网（CNKI）和万方数据知识服务平台进行文献检索，不限定发表日期。对同行评审论文进行审查，纳入比较翻转课堂教学法与传统讲座教学法学生学习成果的实验研究。应用修订版的柯克帕特里克模型评估翻转课堂教学法的有效性。
共检索到934篇文章，其中235篇进行了全文审查，59篇符合纳入标准。大多数学生认为翻转课堂策略对提高他们的自主学习能力、解决问题能力、团队合作和沟通技巧非常有帮助，但与传统讲座相比，他们表示学习负担加重且效率降低。然而，大多数研究（n = 52）显示翻转课堂在知识和技能变化方面有积极结果，3项研究结果为负面。在这59项研究中，几乎没有证据表明行为、组织实践和患者结局有变化。
教师应考虑采用设计更优、内容精简的方式来提高学习效果。未来研究应考虑翻转课堂的长期效果。
