A systematic review of the effectiveness of flipped classrooms in medical education

@article{Chen2017ASR,
  title={A systematic review of the effectiveness of flipped classrooms in medical education},
  author={Fei Chen and Angela Lui and Susan M. Martinelli},
  journal={Medical Education},
  year={2017},
  volume={51}
}
There are inconsistent claims made about the effectiveness of the flipped classroom (FC) in medical education; however, the quality of the empirical evidence used to back up these claims is not evident. The aims of this review are to examine the scope and quality of studies on the FC teaching approach in medical education and to assess the effects of FCs on medical learning. 
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TLDR
The aim of this study was to compare the efficacy of the FC model over traditional lecture‐based (LB) learning by meta‐analysis.
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TLDR
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Overall, research findings to date support use of the flipped classroom in regard to learner preference and satisfaction; however, further studies are needed to determine its true effect on learning outcomes.
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ABSTRACT The objective of this study was to examine the effects of the flipped classroom method on the academic achievement of medical students in the Good Medical Practice Program, collect data on
Effectiveness and Perceptions of Flipped Learning Model in Dental Education: A Systematic Review.
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The findings suggest that flipped learning was an effective way to deliver knowledge in these eight studies, and time flexibility was a particular asset found in this review since flipped learning allowed each student to assimilate the educational material at her or his own pace.
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TLDR
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