PDF(Pubmed)
Abstract：
UNASSIGNED: In recent years, flipped classrooms (FCs) have gained popularity in higher education, particularly among healthcare students. The FC model is a blended learning approach that combines online learning with in-class activity. This has prompted many instructors to assess how they teach and prepare successful graduate students for today\'s society. Additionally, colleges and universities have been challenged to deliver curricula that are relevant to the needs of students and to provide the rising skills and knowledge that are expected to be acquired by students.
UNASSIGNED: This systematic review aims to evaluate the flipped classroom teaching approach in pharmacy education and to provide a summary of the guidance for the introduction and implementation of the flipped classroom model in pharmacy educational programs.
UNASSIGNED: This systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines. Eight databases were cross-screened by four reviewers, following key terms and predefined inclusion and exclusion criteria. A form was developed to extract relevant data from the reviewers. Qualitative data within the studies reporting students\' and educators\' perceptions and views on the FC model were also analyzed using a thematic analysis. Studies were appraised using the Medical Education Research Quality Instrument (MERSQI) and the Joanna Briggs Institute (JBI) checklist for qualitative research.
UNASSIGNED: The reviewers screened 330 articles, of which 35 were included in the review. The themes identified were implementation, academic performance outcomes, student satisfaction with the flipped classroom model, and long-term knowledge retention. Most studies (68%) have found that flipped learning enhances students\' success and exam performance. Six (27%) studies reported no statistically significant difference in academic performance. However, two studies reported lower long-term knowledge retention in FC learning than in lecture-based learning. The students\' perceptions of the FC approach were assessed in 26 studies, and the majority reported positive feedback. However, some students found the pre-class homework difficult to complete before class, and some expressed dissatisfaction with the inconsistent grading and unclear assessment questions in the FC model. Overall, the FC model was found to enhance the students\' critical thinking and communication skills, self-confidence, and time management.
UNASSIGNED: The findings of this review indicate that pharmacy students generally found the flipped classroom model preferable to traditional lectures. However, this preference is conditional on the effective implementation of this approach and alignment within the core instructional elements. The issue of increased workload for students associated with self-directed pre-class learning may present a challenge.
UNASSIGNED: This systematic review aims to evaluate the flipped classroom teaching approach in pharmacy education and to provide a summary of the guidance for the introduction and implementation of the flipped classroom model in pharmacy educational programs.
UNASSIGNED: This systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines. Eight databases were cross-screened by four reviewers, following key terms and predefined inclusion and exclusion criteria. A form was developed to extract relevant data from the reviewers. Qualitative data within the studies reporting students\' and educators\' perceptions and views on the FC model were also analyzed using a thematic analysis. Studies were appraised using the Medical Education Research Quality Instrument (MERSQI) and the Joanna Briggs Institute (JBI) checklist for qualitative research.
UNASSIGNED: The reviewers screened 330 articles, of which 35 were included in the review. The themes identified were implementation, academic performance outcomes, student satisfaction with the flipped classroom model, and long-term knowledge retention. Most studies (68%) have found that flipped learning enhances students\' success and exam performance. Six (27%) studies reported no statistically significant difference in academic performance. However, two studies reported lower long-term knowledge retention in FC learning than in lecture-based learning. The students\' perceptions of the FC approach were assessed in 26 studies, and the majority reported positive feedback. However, some students found the pre-class homework difficult to complete before class, and some expressed dissatisfaction with the inconsistent grading and unclear assessment questions in the FC model. Overall, the FC model was found to enhance the students\' critical thinking and communication skills, self-confidence, and time management.
UNASSIGNED: The findings of this review indicate that pharmacy students generally found the flipped classroom model preferable to traditional lectures. However, this preference is conditional on the effective implementation of this approach and alignment within the core instructional elements. The issue of increased workload for students associated with self-directed pre-class learning may present a challenge.
摘要：
■近年来，翻转教室(FC)在高等教育中越来越受欢迎，特别是在医疗保健学生中。FC模型是一种混合学习方法，将在线学习与课堂活动相结合。这促使许多教师评估他们如何为当今社会教授和培养成功的研究生。此外,学院和大学一直面临着挑战，要提供与学生需求相关的课程，并提供学生期望获得的不断增长的技能和知识。
■本系统综述旨在评估药学教育中的翻转课堂教学方法，并为在药学教育计划中引入和实施翻转课堂模式提供指导。
■本系统评价遵循系统评价和荟萃分析的首选报告项目（PRISMA2020）指南。四个审稿人对八个数据库进行了交叉筛选，遵循关键术语和预定义的纳入和排除标准。开发了一种表格来从审阅者那里提取相关数据。报告学生和教育者对FC模型的看法和观点的研究中的定性数据也使用主题分析进行了分析。使用医学教育研究质量仪器（MERSQI）和JoannaBriggs研究所（JBI）清单对研究进行了定性研究。
■评审员筛选了330篇文章，其中35人被列入审查范围。确定的主题是执行，学业成绩结果，学生对翻转课堂模式的满意度，和长期的知识保留。大多数研究（68％）发现翻转学习可以提高学生的成功和考试成绩。六项（27％）研究报告学业成绩没有统计学上的显着差异。然而,两项研究报告,FC学习的长期知识保留率低于基于讲座的学习.学生对FC方法的看法在26项研究中进行了评估，大多数人报告了积极的反馈。然而,一些学生发现课前作业很难在课前完成，一些人对FC模型中不一致的分级和不明确的评估问题表示不满。总的来说,FC模式被发现可以提高学生的批判性思维和沟通能力，自信,和时间管理。
■这项审查的结果表明，药学专业的学生通常发现翻转课堂模式比传统讲座更可取。然而,这种偏好取决于这种方法的有效实施和核心教学要素的一致性。与自我指导的课前学习相关的学生工作量增加的问题可能会带来挑战。
■本系统综述旨在评估药学教育中的翻转课堂教学方法，并为在药学教育计划中引入和实施翻转课堂模式提供指导。
■本系统评价遵循系统评价和荟萃分析的首选报告项目（PRISMA2020）指南。四个审稿人对八个数据库进行了交叉筛选，遵循关键术语和预定义的纳入和排除标准。开发了一种表格来从审阅者那里提取相关数据。报告学生和教育者对FC模型的看法和观点的研究中的定性数据也使用主题分析进行了分析。使用医学教育研究质量仪器（MERSQI）和JoannaBriggs研究所（JBI）清单对研究进行了定性研究。
■评审员筛选了330篇文章，其中35人被列入审查范围。确定的主题是执行，学业成绩结果，学生对翻转课堂模式的满意度，和长期的知识保留。大多数研究（68％）发现翻转学习可以提高学生的成功和考试成绩。六项（27％）研究报告学业成绩没有统计学上的显着差异。然而,两项研究报告,FC学习的长期知识保留率低于基于讲座的学习.学生对FC方法的看法在26项研究中进行了评估，大多数人报告了积极的反馈。然而,一些学生发现课前作业很难在课前完成，一些人对FC模型中不一致的分级和不明确的评估问题表示不满。总的来说,FC模式被发现可以提高学生的批判性思维和沟通能力，自信,和时间管理。
■这项审查的结果表明，药学专业的学生通常发现翻转课堂模式比传统讲座更可取。然而,这种偏好取决于这种方法的有效实施和核心教学要素的一致性。与自我指导的课前学习相关的学生工作量增加的问题可能会带来挑战。
