Effectiveness of flipped classroom in medical education: Protocol study of a systematic review

Introduction . The flipped classroom (FC) integrates online content delivery with in-class activities focused on knowledge application, such as discussions and problem-solving. While increasingly prevalent in medical education field, the efficacy of FC remains a subject of debate. Objective . This protocol outlines a systematic review (SR) to examine the scope and methodological quality of studies on the FC teaching approach in medical education. Methods . The protocol was registered in PROSPERO (CRD420251008268) and adhered to the Preferred Reporting Items for SRs Protocols guidelines. A thorough literature search will be performed using Scopus, PubMed/Medline, the Cochrane Library, and Google Scholar. The review will consider comparative controlled studies that focus on FC in the medical learning field. Two independent reviewers will carry out a rigorous data extraction. The Medical Education Research Study Quality Instrument will be used to evaluate the study's quality. Synthetizing the findings of this SR will provide a thorough understanding of the impact of FC in academic performance and students' satisfaction in medical learning. Expected results . This qualitative summary will offer a narrative overview of the included papers, emphasizing interventions designed to evaluate the impact of FC. Results will be discussed according to the review's objectives, evaluating both study quality and consistency of findings, and will be clearly illustrated using tables and graphs. Conclusion . The SR developed from this protocol will undoubtedly provide evidence of the effectiveness of FC in medical education and will effectively contribute to increasing the present body of information on FC interventions for improving outcomes.