Effectiveness of flipped classroom in medical education: Protocol study of a systematic review

##plugins.themes.academic_pro.article.sidebar##

Published Dec 27, 2025
https://doi.org/10.62438/tunismed.v103i10.6330
Download
pdf
Vol. 103 No. 10 (2025): Tunis Med Oct 2025

##plugins.themes.academic_pro.article.main##

Mariem Gaddour
Sahloul University Hospital, Faculty of Medicine of Sousse, university of Sousse, Sousse, Tunisia
Nedra Feni
Ibn Jazzar University Hospital, Kairouan , Faculty of Medicine of Sousse, university of Sousse, Sousse, Tunisia
Rihab Moncer
Sahloul University Hospital, Faculty of Medicine of Sousse, university of Sousse, Sousse, Tunisia
Rim Ghammem
Farhat Hached University Hospital, Sousse , Faculty of Medicine of Sousse, university of Sousse, Sousse, Tunisia
Sonia Jemni
Sahloul University Hospital, Faculty of Medicine of Sousse, university of Sousse, Sousse, Tunisia
Helmi Ben Saad
Research Laboratory LR12SP09 ‘Heart Failure’, Farhat Hached Hospital, 4000 Sousse, Faculty of Medicine of Sousse, University of Sousse, Tunisia

Abstract

Introduction:  The flipped classroom (FC) integrates online content delivery with in-class activities focused on knowledge application, such as discussions and problem-solving. While increasingly prevalent in medical education field, the efficacy of FC remains a subject of debate.


Objective : This protocol outlines a systematic review (SR) to examine the scope and methodological quality of studies on the FC teaching approach in medical education.


Methods:  The protocol was registered in PROSPERO (CRD420251008268) and adhered to the Preferred Reporting Items for SRs Protocols guidelines. A thorough literature search will be performed using Scopus, PubMed/Medline, the Cochrane Library, and Google Scholar. The review will consider comparative controlled studies that focus on FC in the medical learning field. Two independent reviewers will carry out a rigorous data extraction. The Medical Education Research Study Quality Instrument will be used to evaluate the study's quality. Synthetizing the findings of this SR will provide a thorough understanding of the impact of FC in academic performance and students’ satisfaction in medical learning.


Expected results:  This qualitative summary will offer a narrative overview of the included papers, emphasizing interventions designed to evaluate the impact of FC. Results will be discussed according to the review's objectives, evaluating both study quality and consistency of findings, and will be clearly illustrated using tables and graphs.


Conclusion: The SR developed from this protocol will undoubtedly provide evidence of the effectiveness of FC in medical education and will effectively contribute to increasing the present body of information on FC interventions for improving outcomes.

Keywords:

Blended Learning, Efficacy, Flipped Classroom, Medical Learning, Postgraduate, Undergraduate

##plugins.themes.academic_pro.article.details##

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

References

  1. Shafei I. Medical Education. In: Loh E, Long PW, eds. Textbook of medical administration and leadership. Singapore: Springer Nature Singapore 2023:413-27.
  2. Adam S, Katsiris I, Michalis L, et al. The applied model approach in a skills-based education. EJENG 2023;1(CIE):78-86
  3. Haryadi R, Situmorang R, Khaerudin K. Enhancing students' high-order thinking skills through stem-blended learning on kepler's law during Covid-19 outbreak. J Penelit Pembelajaran IPA 2021;7(2): 168-92.
  4. Chen F, Lui AM, Martinelli SM. A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ 2017;51(6):585-97.
  5. Ghafar ZN. The teacher-centered and the student-centered: A comparison of two approaches. IJAH 2023;1(1):18-23.
  6. Morrison CD. From ‘Sage on the stage’ to ‘guide on the side’: a good start. Int J Scholarsh Teach Learn 2014;8(1):1-15.
  7. Moquin R, Dewey M, Weinhold A, et al. The flipped classroom approach in a pediatric anesthesiology fellowship curriculum. Cureus 2023;15(8):e43979.
  8. Vaddatti T, Chaitra B, Renuka IV, et al. The perceptions of II MBBS students toward flipped classroom as an active method of learning. Dent Med Res 2022;10(2):60-3.
  9. Shi X-Y, Yin Q, Wang Q-W, et al. Is the flipped classroom more effective than the traditional classroom in clinical medical education: a systematic review and meta-analysis. Front Educ 2025;9:1485540.
  10. Gaddour, M. Appendix A. PRISMA-P for the study titled "Effectiveness of flipped classroom in medical education: Protocol study of a systematic review". 2025. Link: https://zenodo.org/records/15545974 (Last visit: September 8, 2025).
  11. Page MJ, McKenzie JE, Bossuyt PM, et al. The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. PLoS Med 2021;18(3):e1003583.
  12. Gaddour, M. Appendix B. Search strategy for the systematic review protocol titled "Effectiveness of flipped classroom in medical education: Protocol study of a systematic review". 2025. Link: https://doi.org/10.5281/zenodo.17076919 (Last visit: September 8, 2025).
  13. Holtschneider ME, Park CW. Evaluating simulation education in the workplace: Kirkpatrick's levels and beyond. J Nurses Prof Dev 2019;35(1):44-5.
  14. Ben Kahla K, Khanchel H. Assessing the effects of flipped classroom at the Tunisian university. Indep J Manag Prod 2021;12(5):1413-35.
  15. DeSilets LD. An update on Kirkpatrick's model of evaluation: Part two. J Contin Educ Nurs 2018;49(7):292-3.
  16. Ng IKS, Mok SF, Teo D. Competency in medical training: current concepts, assessment modalities, and practical challenges. Postgrad Med J 2024: 38376156.
  17. Cook DA, Reed DA. Appraising the quality of medical education research methods: the medical education research study quality instrument and the Newcastle-Ottawa scale-education. Acad Med 2015;90(8):1067-76.
  18. Hidouri S, Kamoun H, Salah S, Jellad A, Ben Saad H. Key Guidelines for responding to reviewers. F1000Res. 2024 Sep 20;13:921.
  19. Dergaa I, Zakhama L, Dziri C, Ben Saad H. Enhancing scholarly discourse in the age of artificial intelligence: A guided approach to effective peer review process. Tunis Med. 2023;101(10):721-6.