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Cited by 29Innovative Teaching MethodsInnovations in Medical EducationOnline and Blended Learning

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Effectiveness of flipped classroom in pharmacy education – a meta-analysis

Open access
Cui, He, Xie, Xinyu, Wang, Boyang, Zhao, Yuan·2023·BMC Medical Education
DOI 10.1186/s12909-023-04865-2PMC PMC10657003
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Abstract

Background: Flipped classroom, blended with online and offline learning, was regarded as an effective learning approach in pharmacy education. This meta-analysis was to comprehensively compare the effectiveness of flipped classroom and traditional lecture-based approaches, attempting to generate a unified and firm conclusion of the effectiveness of flipped classroom in pharmacy education. Methods: Data were collected from 7 databases, involving Cochrane Library, PubMed, Embase, ScienceDirect, Web of Science, China National Knowledge Infrastructure (CNKI), and Chinese Biomedical Literature Service System (SinoMed). The studies were included if they included objective evaluation of students’ performance between groups of flipped classroom and traditional approaches. The standardized mean difference (SMD) with a corresponding 95% confidence interval (95% CI) was used as the outcomes for data pooling. Results: A total of 22 studies (28 comparing groups) with 4379 participants were included in the meta-analysis. The risk of bias was relatively high. Results of the analysis revealed that flipped classroom presented significant advantages over traditional approaches in student performance improvement, with no evidence of publication bias. Through subgroup analysis, it showed better outcomes for flipped classrooms over traditional lectures for the other subgroups, including different performance, degree programs. Conclusions: Current evidence reveals that the flipped classroom approach in pharmacy education yields a statistical improvement in student learning compared with traditional methods. In the future, instructors should introduce more online technology into classroom and construct an interactive learning environment.

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Fig. 1 Flow-process diagram for the study selection and inclusion. CNKI, China National Knowledge Infrastructure; SinoMed, Chinese Biomedical Literature Service System
Fig. 1 Flow-process diagram for the study selection and inclusion. CNKI, China National Knowledge Infrastructure; SinoMed, Chinese Biomedical Literature Service SystemCC BY · PubMed Central
Fig. 2 Forest plot for the effectiveness of flipped classroom vs. traditional lectures. SMD, Standardized Mean Difference; CI, Confidence Interval; comp, comparing groups
Fig. 2 Forest plot for the effectiveness of flipped classroom vs. traditional lectures. SMD, Standardized Mean Difference; CI, Confidence Interval; comp, comparing groupsCC BY · PubMed Central

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Research works printed but not linked: 34

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Metadata

Authors
Cui, H., Xie, X., Wang, B., & Zhao, Y.
Affiliations
  • Hebei GEO University (CN)
  • Hebei Vocational University of Industry and Technology (CN)
Corresponding author
Cui, He
ORCID
Venue
BMC Medical Education
Publisher
Springer Science and Business Media LLC
Published
2023-11-17
Volume
23
Issue
1
Pages
881-881
ISSN
1472-6920 (ISSN-L)
DOI
10.1186/s12909-023-04865-2
PMC
PMC10657003
OpenAlex
W4388750717
Cited by
29
References
2
Citations by year
2026: 14 · 2025: 11 · 2024: 4
FWCI
1.76
Type
journal article
Language
en
Open access
Licence
Locations
  • BMC Medical Education (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Education › Innovative Teaching Methods
  • Social Sciences › Education › Innovations in Medical Education
  • Social Sciences › Education › Online and Blended Learning
Keywords
flipped classroom, pharmacy education, traditional lecture-based teaching, student performance, blended learning, online learning, teaching methods comparison
MeSH terms
Simulation Training, Curriculum, Education, Pharmacy, Educational Measurement, Humans, Learning, Students, Problem-Based Learning

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CoChat. (2026). Citation check: Effectiveness of flipped classroom in pharmacy education – a meta-analysis. https://app.cochat.ai/papers/10.1186/s12909-023-04865-2
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Cui, H., Xie, X., Wang, B., & Zhao, Y. (2023). Effectiveness of flipped classroom in pharmacy education – a meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-023-04865-2