Utilizing a Flipped Classroom Approach to Facilitate Learning in the Health Sciences: A Systematic Review of the Literature

Main Article Content

Kelli Whittington, PhD, RN, CNE Titas Roy, BDS

Abstract

It is essential that the training occurring across programs in the health sciences not only provides students with the knowledge necessary to correctly perform their role, but also to safely practice as health care professionals in the workforce.  Curriculum in health science programs is typically very content heavy, which requires both the instructor and student to wade through vast amounts of information in order to determine the crucial elements necessary to practice.  Additionally, it is not sufficient for a student to simply memorize content; they must be able to apply that content to clinical practice.  Utilizing an active learning strategy such as the flipped classroom fosters the student’s ability to apply content to practical situations, they are likely to encounter in their professional practice. 

Article Details

How to Cite
WHITTINGTON, Kelli; ROY, Titas. Utilizing a Flipped Classroom Approach to Facilitate Learning in the Health Sciences: A Systematic Review of the Literature. Medical Research Archives, [S.l.], v. 10, n. 12, dec. 2022. ISSN 2375-1924. Available at: <https://esmed.org/MRA/mra/article/view/3400>. Date accessed: 29 jan. 2023. doi: https://doi.org/10.18103/mra.v10i12.3400.
Section
Review Articles

References

1. Reuell P. Study shows that students learn more when taking part in classrooms that employ active-learning strategies. Harvard Gazette. https://news.harvard.edu/gazette/story/2019/09/study-shows-that-students-learn-more-when-taking-part-in-classrooms-that-employ-active-learning-strategies/. Published September 5, 2019. Accessed October 25, 2022.
2. Aupperlee A. New research shows learning is more effective when active - news - Carnegie Mellon University. New Research Shows Learning Is More Effective When Active - News - Carnegie Mellon University. https://www.cmu.edu/news/stories/archives/2021/october/active-learning.html. Published October 4, 2021. Accessed October 25, 2022.
3. Huang T-X, Kuo H-H, Lo T-S, Liang C-C, Lin Y-H, Chou H-H. Combing pre-workshop, web-based learning and hands-on workshop as a flipped classroom clinical skill training model during the COVID-19 pandemic. Taiwanese Journal of Obstetrics and Gynecology. 2022;61(5):755-760. doi:10.1016/j.tjog.2021.10.008
4. Wang A, Xiao R, Zhang C, et al. Effectiveness of a combined problem-based learning and flipped classroom teaching method in ophthalmic clinical skill training. BMC Medical Education. 2022;22(1). doi:10.1186/s12909-022-03538-w
5. Ding C, Li S, Chen B. Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students. BMC Medical Education. 2019;19(1). doi:10.1186/s12909-019-1861-y
6. Sullivan JM. Flipping the classroom: An innovative approach to graduate nursing education. Journal of Professional Nursing. 2022;38:40-44. doi:10.1016/j.profnurs.2021.11.005
7. Wu J-C, Chi S-C, Wu C-C, Kang Y-N. Helps from flipped classroom in learning suturing skill: The medical students’ perspective. PLOS ONE. 2018;13(10). doi:10.1371/journal.pone.0204698
8. Ding C, Wang Q, Zou J, Zhu K. Implementation of flipped classroom combined with case- and team-based learning in residency training. Advances in Physiology Education. 2021;45(1):77-83. doi:10.1152/advan.00022.2020
9. Røe Y, Rowe M, Ødegaard NB, Sylliaas H, Dahl-Michelsen T. Learning with technology in Physiotherapy Education: Design, implementation and evaluation of a flipped classroom teaching approach. BMC Medical Education. 2019;19(1). doi:10.1186/s12909-019-1728-2
10. Liu S, Li Y, Wang X, Zhang X, Wang R. Research on the effect of Big Data flipped classroom combined with scenario simulation teaching: Based on clinical practice of medical students. Wireless Communications and Mobile Computing. 2021;2021:1-11. doi:10.1155/2021/7107447
11. Counselman-Carpenter EA. Teaching note—MSW student perceptions of learning advanced clinical practice skills through the flipped classroom. Journal of Social Work Education. 2019;55(2):403-408. doi:10.1080/10437797.2018.1520667
12. Zhang W, Gu J, Li F, et al. The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE). Medical Education Online. 2021;27(1). doi:10.1080/10872981.2021.2013405
13. Farina C, Hranchook AM, Bittinger AC, Aebersold M. The Flipped Classroom With Case-Based Learning in Graduate Nurse Anesthesia Education. AANA J. 2021;89(3):254-260.
14. Ji M, Luo Z, Feng D, Xiang Y, Xu J. Short- and long-term influences of flipped classroom teaching in physiology course on medical students' learning effectiveness. Frontiers in Public Health. 2022;10. doi:10.3389/fpubh.2022.835810
15. McLaughlin, J., & Kang, I. A flipped classroom model for a biostatistics short course. Statistics Education Research Journal. 2017;16(2):441-453. doi:10.52041/serj.v16i2.200
16. Howard SW, Scharff DP, Loux TM. Flipping classrooms in a school of public health. Frontiers in Public Health. 2017;5. doi:10.3389/fpubh.2017.00073
17. McLaughlin JE, Roth MT, Glatt DM, et al. The flipped classroom. Academic Medicine. 2014;89(2):236-243. doi:10.1097/acm.0000000000000086
18. Lyons KM, Brock TP, Malone DT, Freihat L, White PJ. Predictors of pharmacy student performance on written and Clinical Examinations in a flipped classroom curriculum. American Journal of Pharmaceutical Education. 2020;84(12):8038. doi:10.5688/ajpe8038
19. Miller E, Nambiar-Greenwood G. Exploring the lived experience of student nurses perspective of racism within education and clinical practice: Utilising the flipped classroom. Nurse Education Today. 2022;119:105581. doi:10.1016/j.nedt.2022.105581
20. Lage MJ, Platt GJ, Treglia M. Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education. 2000;31(1):30. doi:10.2307/1183338
21. Boysen-Osborn M, Anderson CL, Navarro R, et al. Flipping the advanced cardiac life support classroom with team-based learning: Comparison of cognitive testing performance for medical students at the University of California, Irvine, United States. Journal of Educational Evaluation for Health Professions. 2016;13:11. doi:10.3352/jeehp.2016.13.11
22. Zaman, A., Yasmeen, R., Faysal, L., Minhas, R., Taj, R., & Mumtaz, S. (2022). Effectiveness of Flipped Classroom and Team-Based Learning in Teaching Biochemistry to Medical Students. Pakistan Armed Forces Medical Journal (PAFMJ), 72(3), 1018-22. https://doi.org/10.51253/pafmj.v72i3.7091
23. Kang HY, Kim HR. Impact of blended learning on learning outcomes in the Public Healthcare Education Course: A review of flipped classroom with Team-Based Learning. BMC Medical Education. 2021;21(1). doi:10.1186/s12909-021-02508-y
24. Koh YY, Schmidt HG, Low-Beer N, Rotgans JI. Team-Based Learning Analytics. Academic Medicine. 2020;95(6):872-878. doi:10.1097/acm.0000000000003157