Benefits of the flipped classroom in pre-clinical period: a systematic review

Ticiane Rodrigues Figueiredo, Iêda Maria Barbosa Aleluia

Abstract


INTRODUCTION: Flipped Classroom (FC) is an active teaching methodology in which the lower levels of Bloom's taxonomy are realized at home: watching videos made available by teachers or studying through the teaching material offered, while the classroom is reserved to work the levels of taxonomy through discussions. OBJECTIVE: Identify the benefits of the HR method compared to traditional education in the pre-clinical years of medical graduation. METHODS: Systematic review through electronic database search in the period defined between 12/31/1999 and 6/25/2017. RESULTS: A total of 262 articles were found, of which 04 fully satisfy the inclusion and exclusion criteria previously established. The academic performance measured through applied tests was superior in the FC method in two studies. One study demonstrated that students performed better on analysis-type questions, according to Bloom's taxonomy. In the FC method the students had contact with more sources of study. In addition, the studies that brought qualitative evaluation of the students about the methodology obtained opinions favorable to its application. CONCLUSION: The FC method was advantageous in motivating students. The results suggest that this method promotes greater content retention. The FC methodology becomes superior to traditional teaching in the analysis-type questions, according to Bloom’s taxonomy, indicating the possibility that this method is better to address higher levels of complexity in the teaching-learning process. Data related to students' academic performance in each method are still inconclusive.


Keywords


Active learning. Medical education. Flipped Classroom. Flip Classroom. Reverse classroom.



DOI: http://dx.doi.org/10.17267/2594-7907ijhe.v3i1.2100

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International Journal of Health Education | ISSN 2594-7907

Updated 10/08/2020

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