Abstract:

Blended learning approaches, including the flipped classroom, have been increasingly implemented in higher education. Previous studies examining the effectiveness of the flipped classroom in health sciences programs have reported mixed findings. We conducted this systematic review to investigate the effect of implementing flipped classroom on academic performance, student satisfaction, and self-efficacy in undergraduate health science disciplines. For this review, we searched electronic databases (Education Source, ERIC via ProQuest, Scholars Portal, CINAHL, Pubmed) with the terms "flip* class", "health," and "undergraduate" or "higher education". Original research articles were limited to peer-reviewed, quantitative and/or mixed-methods studies published between 2010-2021. Three main themes emerged from the 16 articles reviewed, including academic performance (n=12/16, 75% studies), student satisfaction (n=13/16; 81% studies), and self-efficacy (n=2/16; 13% studies). Medium effect sizes were observed for higher academic performance, student satisfaction, and self-efficacy. No studies reported a negative effect for flipped classroom interventions. Our findings indicate that flipped classrooms in undergraduate health sciences disciplines are associated with positive changes in academic performance, student satisfaction, and self-efficacy. However, the research data quality was limited due to adequate data reporting, and minimal descriptions of the flipped classroom design. Future research should focus on flipped classroom curriculum design, implementation, and improved data reporting to further explain the heterogeneity observed in outcomes related to flipped classroom interventions.

Keywords:

Academic performance, blended learning, flipped classroom, higher education, student satisfaction, self-efficacy.