Services on Demand
Journal
Article
Indicators
- Cited by SciELO
- Access statistics
Related links
- Cited by Google
- Similars in SciELO
- Similars in Google
Share
Universidad y Salud
Print version ISSN 0124-7107On-line version ISSN 2389-7066
Abstract
NOCETTI-GARCIA, Diego; AUAD-BRITO, Maura and HENRIQUEZ-VILLARROEL, David. Effectiveness of the Flipped Classroom in Health Sciences University Programs: A Literature Review. Univ. Salud [online]. 2023, vol.25, n.3, pp.8-17. Epub Sep 20, 2023. ISSN 0124-7107. https://doi.org/10.22267/rus.242601.310.
Introduction:
Higher education institutions have implemented active learning approaches, such as the Flipped Classroom, to promote the education of their students. Nevertheless, there is conflicting evidence regarding the benefits derived from its implementation.
Objective:
To determine the effectiveness of the Flipped Classroom application in the education of university students from Health Sciences undergraduate programs.
Materials and methods:
A systematized narrative review of the literature published between 2012 and 2022. Pubmed, SciELo, Scopus y Web of Science were used as sources of primary articles. A revised version of the Kirkpatrick model was used to assess the effectiveness of the Flipped Classroom.
Results:
34 out of the 1020 retrieved articles reached the quantitative synthesis phase. Students value positively this didactic model and acknowledge its contributions in the development of attitudes, knowledge and skills. In contrast, some studies show an increase in the workload and stress levels of students.
Conclusions:
The evidence suggests that Flipped Classroom is a valid didactic model for the education of Health Sciences students. Future studies should consider the effectiveness of its implementation at a long term organizational level.
Keywords : Teaching; health sciences; higher education; active learning.