Hughes Yasmin, Lyons Nicholas
University of Queensland.
Prince Charles Hospital.
MedEdPublish (2016). 2017 Jun 13;6:100. doi: 10.15694/mep.2017.000100. eCollection 2017.
This article was migrated. The article was marked as recommended. The 'flipped classroom' (FC) is a blended learning model in which educational material is delivered on-line prior to class, students then apply this knowledge through discussion and problem solving activities in class. Its effectiveness in medical education is debated. The aim of this systematic review is to assess the outcomes of studies which have compared the exam performance of traditional didactic teaching (DT) to the FC in medical education. A broad based literature search was performed in accordance with PRISMA protocol. MESH terms were 'flipped classroom', 'flipped teaching', 'blended learning' and 'medical education'. The outcomes of interest were test score results following FC compared to DT methods. Eleven studies with a total of 2052 study participants were included in the review. Four studies demonstrated a significant improvement in test scores using FC compared to DT; four showed no significant difference and three demonstrated mixed results. The results of this review are equivocal. Study heterogeneity in design, participants and subject covered may account for some of this disparity. Two studies provide evidence that the FC results in improved performance on higher cognitive tasks however further robust, in depth studies are required to demonstrate this conclusively.
本文已迁移。该文章被标记为推荐文章。“翻转课堂”（FC）是一种混合学习模式，其中教学材料在课前在线提供，学生随后在课堂上通过讨论和解决问题的活动来应用这些知识。其在医学教育中的有效性存在争议。本系统评价的目的是评估在医学教育中将传统讲授式教学（DT）与翻转课堂的考试成绩进行比较的研究结果。按照PRISMA协议进行了广泛的文献检索。主题词为“翻转课堂”“翻转教学”“混合学习”和“医学教育”。感兴趣的结果是与DT方法相比，翻转课堂后的考试成绩结果。该评价纳入了11项研究，共有2052名研究参与者。四项研究表明，与DT相比，使用翻转课堂的考试成绩有显著提高；四项研究表明没有显著差异，三项研究结果不一。该评价结果不明确。设计、参与者和涵盖主题方面的研究异质性可能是造成这种差异的部分原因。两项研究提供了证据，表明翻转课堂能提高在更高认知任务上的表现，然而，需要进一步进行有力、深入的研究来确凿地证明这一点。
