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A Campbell systematic review summarizes evidence from 45 studies, including 11 randomized controlled trials, covering 8,426 students across medicine, pharmacy, nursing and other health professional courses. Results suggest low-certainty improvements in academic performance and positive student satisfaction, while methodological weaknesses and low evidence certainty limit confidence. Literature searches were last updated in April 2022.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the aim of this Campbell review on flipped classrooms?","Question",{"text":62,"@type":63},"To examine whether empirical evidence supports flipped classroom learning for undergraduate health professional students and whether it improves academic performance and student satisfaction.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How is a flipped classroom implemented in this review?",{"text":67,"@type":63},"It includes a recorded lecture for off-campus homework and an active learning on-campus session where pre-recorded content is interactively discussed.",{"name":69,"@type":60,"acceptedAnswer":70},"What does the review conclude about academic performance and satisfaction?",{"text":71,"@type":63},"Low-certainty evidence suggests flipped classrooms improve overall academic performance compared with traditional lectures, and satisfaction is also positive, though certainty is low and more rigorous studies are 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satisfaction of undergraduate health professional students  \nStudents watch recorded lectures off campus, then meet up for discussion.  \nWhat is the aim of this review?  \nThis Campbell systematic review examines the effects of flipped class teaching compared to the traditional method. Thereview summarises evidence from 45 studies, including 11 randomised controlled trials.  \nFlipped classroom learning appears to improve academic performance and the evidence suggests student satisfaction with the innovative learning method, but the certainty of the evidence was low.  \nWhat is this review about?  \nStudents face several challenges when learning through traditional teaching settings. They need to accumulate huge amounts of factual knowledge from the courses, and to keep up-todate with the prolific growth in health knowledge.  \nLack of awareness about digital technologies and non-exposure to digital-friendly environments have made learning even more challenging. Therefore, an innovative approach to the education delivery system is needed.  \nA flipped class includes two elements of education: a recorded lecture (off-campus learning as homework) and an active learning session (on-campus learning). Pre-recorded lectures are provided to the students as homework and as an aid to learning which is then interactively discussed later on campus.  \nThis review aims to explore whether there is empirical evidence that supports this method of learning for undergraduate health professional students. Do flipped classrooms improve academic performance and are students satisfied with the flipped class learning method?  \nWhat studies are included?  \nThis review includes studies that have evaluated the effect of flipped classes compared to traditional classes on the academic performance and course satisfaction of health professional undergraduate students.  \nForty-five studies were identified, involving 8,426 undergraduate students in medicine, pharmacy, nursing and other health professional courses.  \nOf these, 44 studies involving 7,813 undergraduate students examined the outcome of academic performance, measured by examination scores/final grade). Only eight studies, involving 1,696 undergraduate students, examined the outcome of students’ satisfaction.  \nStudies spanned the period 2013 to 2021. Sixteen studies were conducted in the USA, and only three studies were from lower-middleincome countries, including India. All the studies had important methodological weaknesses.  \nDoes the flipped class method of learning improve students’ academic performance?  \nYes, low certainty of evidence shows an overall improvement in academic performance when flipped classroom interventions were implemented compared to traditional lecturebased classes.  \nAre students satisfied with flipped class learning?  \nYes, low certainty of evidence shows that students’ satisfaction with the flipped classroom method of learning is positive. Therefore, further research may change the estimate in either direction (that is, a larger difference, or no difference, in satisfaction).  \nWhat do the findings in this review mean?  \nThe review shows that flipped classroom learning may improve academic performance and satisfaction of undergraduate health professional students. Well-designed studies with larger samples that rigorously evaluate the outcomes are needed.  \nThe Campbell Collaboration  \n[info@campbellcollaboration.org](info@campbellcollaboration.org)  \n[campbellcollaboration.org](campbellcollaboration.org)[ ](campbellcollaboration.org)EN-0355  \nHow up-to-date is this review?  \nThe literature searches were last conducted in April 2022.  \nWhat is the Campbell Collaboration?  \nCampbell is an international, voluntary, non-profit research network that publishes systematic reviews. We summarise and evaluate the quality of evidence about programmes in the social and behavioural sciences","cbCainya3rgOEG5s","https://ap.wps.com/l/cbCainya3rgOEG5s","pdf",818335,"English","# Aim of the review\n## What is this review about?\n## What studies are included?\n# Findings and interpretation\n## Academic performance\n## Student satisfaction\n## What do the findings mean?\n# Review update and background\n## How up-to-date is this review?\n## What is the Campbell Collaboration?\n## About this summary","[{\"question\":\"What is the aim of this Campbell review on flipped classrooms?\",\"answer\":\"To examine whether empirical evidence supports flipped classroom learning for undergraduate health professional students and whether it improves academic performance and student satisfaction.\"},{\"question\":\"How is a flipped classroom implemented in this review?\",\"answer\":\"It includes a recorded lecture for off-campus homework and an active learning on-campus session where pre-recorded content is interactively discussed.\"},{\"question\":\"What does the review conclude about academic performance and satisfaction?\",\"answer\":\"Low-certainty evidence suggests flipped classrooms improve overall academic performance compared with traditional lectures, and satisfaction is also positive, though certainty is low and more rigorous studies are needed.\"}]","Flipped classrooms for undergraduate health professional students - educational performance and satisfaction systematic review | PDF",1792044792]