Does the Flipped Classroom Method Enhance the Learning of Undergraduate Medical Students: A Review
Abstract:
Objective: There
has been a remarkable transformation in medical education, more so with the advent
of technology into education and also because of the certain regulatory bodies’
requirements. One among the transformation is the flipped classroom method. More
and more schools have started to use flipped classroom (FC) teaching approach in an
effort to enhance student’s active engagement in learning. The
aim of this review is to examine the efficacy of the FC model over traditional lecture
methods
Methods: A
literature search was conducted using the major electronic databases on researches
published from 2016 to 2018. Peer‐reviewed papers were screened and reviewed according
to explicit inclusion criteria. A total of 426 study were sourced and out of which
only 18 were chosen for the review and analysis based on the inclusion and exclusion
criteria
Results: Out
of the 18 study chosen study 10 of them explicitly stated that the flipped classroom
approach in health professions education yields a significant improvement in student
learning compared with traditional teaching methods, however 8 studies stated that
FC did not have significant advantages over the lecture methods rather reported
more burden and pressure than those from the traditional lectures
Conclusion: Flipped
classroom teaching and learning pedagogy is one of the effective ways of enhancing
student engagement and learning, however, this would be more effective only if students
are motivated and as such FC does not seem to address the less motivated and thereby
engagement of the students is likely to be the same as in other traditional methods
Keywords: flipped
classroom, learning methods. Lecture-based, student’s engagement.
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