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June 17, 2026BMC Medical EducationOpen Access

Effectiveness of the flipped classroom in medical education: a systematic review and meta-analysis

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Authors

YWYaqiu WuUniversity of Electronic Science and Technology of ChinaMCMeixiong ChengUniversity of Electronic Science and Technology of China

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Implication

Systematic review evaluates flipped classroom effectiveness in medical education, indicating improved learner outcomes.

Key Points

  • This review aims to determine how effective the flipped classroom (FC) model is compared to traditional teaching methods in medical education.
  • Conducted a systematic review and meta-analysis of eighteen eligible studies.
  • Performed pooled analyses across five predefined domains: knowledge, skills, learning ability, problem-solving, and satisfaction.
  • Utilized subgroup analyses to explore benefits among different learner populations, especially residents.
  • Flipped classrooms showed significant advantages in self-directed learning ability and procedural skills with moderate to large effect sizes.
  • Residents experienced larger benefits in procedural skills and learner satisfaction compared to other groups.
  • Despite improvements, statistical significance varied across certain outcomes, with context dependency noted.

Cite This Study

Wu et al. (2026) studied this question.

synapsesocial.com/papers/6a323e36d50b63ecad2078a5https://doi.org/10.1186/s12909-026-09526-8
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