背景:翻转课堂(FC)教学法在中国药学教育中的应用最近越来越受欢迎。然而,它在改善学生学习方面的有效性尚未得到评估。本研究旨在通过系统的回顾和荟萃分析,通过研究将FC方法与传统的基于讲座的学习(LBL)模块进行比较的研究,来评估使用这种教学方法的教学效果。方法:七个数据库,包括PubMed,EMBASE,科克伦图书馆,中国国家知识基础设施,中国科技期刊数据库,中国万方数据库,和中国生物医学文献数据库,从开始到2021年6月30日进行了检索,以确定合格的随机对照研究文章。主要结果包括理论和实验测试分数,次要结果是问卷调查的结果,该问卷调查的结果是关于喜欢FC或认可FC对他们学习热情的改善效果的学生人数,自学能力,思维能力,沟通技巧,和学习效率。根据Cochrane审阅者手册指南和系统审查和荟萃分析的首选报告项目声明,使用RevmanV.5.3软件进行定量合成。结果:2017年至2020年发表的11项符合条件的研究纳入了1200名学生,纳入了这项荟萃分析。定量综合表明,与传统的LBL方法相比,FC模块在提高学生的学业成绩方面具有更显著的效果,通过理论考试成绩(SMD=1.08,95%CI:0.60-1.56,p<0.00001)和实验考试成绩(MD=6.62,95%CI:4.42-8.82,p<0.00001)。进一步的亚组分析显示,在理论导向(SMD=0.77,95%CI:0.10-1.45,p<0.00001)和实验导向课程(MD=6.52,95%CI:3.48-9.56,p<0.00001)中,FC的有效性也很明显。本科生(SMD=0.84,95%CI:0.31-1.37,p<0.00001)和3年制8.17,MD=6.44%此外,对问卷结果的分析表明,更多的受访者更喜欢FC,并认可其对培养学生学习热情的改善作用,自学能力,思维能力,沟通技巧,和学习效率。结论:现有证据表明,FC教学法可以有效提高学生的学习效果,适用于中国药学教育。
Background: The application of flipped classroom (FC) pedagogy has recently become increasingly popular in Chinese pharmacy education. However, its effectiveness in improving student learning has not yet been assessed. This study aimed to evaluate the effects of teaching with such pedagogical approach by examining studies that compare the FC approach with the traditional lecture-based learning (LBL) module through a systematic
review and meta-analysis. Methods: Seven databases, including the PubMed, EMBASE, Cochrane Library, China National Knowledge Infrastructure, Chinese Scientific Journals Database, Chinese Wanfang database, and China Biomedical Literature Database, were searched from the inception to 30 June 2021, to identify eligible articles of randomized controlled studies. The primary outcomes included the theoretical and experimental test scores, and the secondary outcomes were the results from questionnaires about the number of students who preferred the FC or endorsed its improving effects on their learning enthusiasm, self-learning ability, thinking skills, communication skills, and learning efficiency. The quantitative synthesis was conducted with Revman V.5.3 software following the Cochrane Reviewer\'s Handbook guidelines and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Results: Eleven eligible studies published from 2017 to 2020 enrolling 1,200 students were included in this meta-analysis. The quantitative synthesis demonstrated that the FC module presented an overall more significant effectiveness over traditional LBL approach for Chinese pharmacy education in improving student academic performance as measured by theoretical test scores (SMD = 1.08, 95% CI: 0.60-1.56, p < 0.00001) and experimental test scores (MD = 6.62, 95% CI: 4.42-8.82, p < 0.00001). Further sub-group analysis revealed that the preferable effectiveness of FC was also evident in both theory-oriented (SMD = 0.77, 95% CI: 0.10-1.45, p < 0.00001) and experiments-oriented courses (MD = 6.52, 95% CI: 3.48-9.56, p < 0.00001) for both undergraduate (SMD = 0.84, 95% CI: 0.31-1.37, p < 0.00001) and 3-year junior-college students (MD = 8.17, 95% CI: 6.44-9.89, p < 0.00001). Additionally, analysis on the questionnaire outcomes revealed that more respondents preferred for FC and endorsed its improvement effects on developing students\' learning enthusiasm, self-learning ability, thinking skills, communication skills, and learning efficiency. Conclusion: Current evidence suggests that FC pedagogical approach can effectively improve student learning outcomes and is applicable to Chinese pharmacy education.