Background: The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health).

Method: Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the COMPREHENSIVE META-ANALYSIS software.

Results: A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21–0.46, p < 0.001), with no evidence of publication bias. In addition, the flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms.

Conclusions: Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.

En solid forskningsoppsummering med en klar og tydelig problemstilling, med særlig fokus på effekt av flipped classroom (ikke bare tilfredshet) innenfor helsefag. Forfatterne gir en grundig presisering av hva de legger i begrepet flipped classroom kontra tradisjonell undervisning. Inklusjon- og eksklusjonskriterier er også godt presisert. Forfatterne redegjør for et systematisk og veldokumentert litteratursøk i tekst og PRISMA-figur. Minst to personer var involvert i utvelgelsesprosessen. Det ble også inkludert studier gjennom andre fremgangsmåter. Totalt 28 studier ble inkludert i den kvantitative metaanalysen. Sentrale kjennetegn ved studiene er presentert i en tabell. Her fremgår det at en rekke ulike helsefag er inkludert og at flertallet av studiene er fra USA.