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[Impact of the Flipped Classroom on Medical Education: A Systematic Review with Meta-Analysis]
Carlos Alberto Andrade-Castellanos1, Francisco Gerardo Yanowsky-Escatell1
1Servicio de Medicina Interna, Nuevo Hospital Civil de Guadalajara Dr. Juan I Menchaca, Guadalajara, Jalisco, México.
Abstract:
The flipped classroom is a pedagogical model that fosters active learning by transferring theoretical content to a virtual environment. In medical education, this approach aims to enhance student engagement and promote the development of higher-order cognitive skills. While its implementation has demonstrated benefits, the existing evidence has predominantly focused on health sciences students in general rather than specifically on medical students, with most studies being non-experimental and published in English.
Aim:
To evaluate the impact of the flipped classroom compared to the traditional classroom model through a meta-analysis of randomized controlled trials.
Methods:
A comprehensive search was conducted across seven databases up to March 2025, in accordance with PRISMA guidelines. Randomized controlled trials comparing the flipped classroom to traditional teaching methods in medical students were included. The analysis was performed using RevMan 5.4 software, applying standardized mean differences (SMDs) within a random-effects model.
Results:
A total of 40 studies met the inclusion criteria. The meta-analysis revealed that the flipped classroom significantly enhances theoretical knowledge (SMD= 0.99; 95% CI: 0.76-1.22) and practical skills (SMD= 1.34; 95% CI: 0.88-1.89) in medical students. However, no statistically significant difference was observed in student satisfaction (SMD= 0.54; 95% CI: -0.03-1.11).
Conclusion:
The flipped classroom model was associated with significant improvements in medical students' knowledge and practical skills; however, considerable heterogeneity was observed among the analyzed studies. No clear impact on student satisfaction was found.
