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Abstract：
This article was migrated. The article was marked as recommended. Background: The \'flipped classroom\' (FC) is a blended learning model in which educational material is delivered on-line prior to class, students then apply this knowledge through discussion and problem solving activities in class. Its effectiveness in medical education is debated. The aim of this systematic review is to assess the outcomes of studies which have compared the exam performance of traditional didactic teaching (DT) to the FC in medical education. Methods: A broad based literature search was performed in accordance with PRISMA protocol. MESH terms were \'flipped classroom\', \'flipped teaching\', \'blended learning\' and \'medical education\'. The outcomes of interest were test score results following FC compared to DT methods. Results: Eleven studies with a total of 2052 study participants were included in the review. Four studies demonstrated a significant improvement in test scores using FC compared to DT; four showed no significant difference and three demonstrated mixed results. Discussion and Conclusions: The results of this review are equivocal. Study heterogeneity in design, participants and subject covered may account for some of this disparity. Two studies provide evidence that the FC results in improved performance on higher cognitive tasks however further robust, in depth studies are required to demonstrate this conclusively.
摘要：
本文已迁移。这篇文章被标记为推荐。背景：“翻转课堂”（FC）是一种混合学习模式，其中教材在上课前在线提供，然后学生在课堂上通过讨论和解决问题的活动来应用这些知识。它在医学教育中的有效性存在争议。本系统综述的目的是评估将传统教学（DT）与FC在医学教育中的考试成绩进行比较的研究结果。方法：根据PRISMA方案进行了广泛的文献检索。MESH术语是“翻转课堂”，\'翻转教学\'，“混合学习”和“医学教育”。与DT方法相比，感兴趣的结果是FC后的测试评分结果。结果：共纳入了11项研究，共2052名研究参与者。四项研究表明，与DT相比，使用FC的测试分数显着提高；四项没有显着差异，三项显示混合结果。讨论与结论：这篇综述的结果是模棱两可的。研究设计中的异质性，参与者和涵盖的受试者可能是造成这种差异的一部分。两项研究提供了证据，表明FC在更高的认知任务上提高了性能，然而进一步稳健，需要深入研究才能最终证明这一点。
