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 accessAbstract
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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The Critical Importance of Retrieval for Learning
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“Flipped classroom model can enhance the long term retention of information, especially for pharmacy students who requires a lot of memorization and recita-tion [35, 36].”
Background
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
- Venue
- BMC Medical Education
- Published
- 2023-11-17
- Volume
- 23
- Issue
- 1
- Pages
- 881-881
- ISSN
- 1472-6920 (ISSN-L)
- 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
- gold
- doi.org
- 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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