Clinical Report: Utilization of the Flipped Classroom Model in Surgical Training
Overview
This systematic review and meta-analysis evaluate the effectiveness of the flipped classroom (FC) model in surgical education compared to traditional lectures (TL). The findings indicate that FC significantly improves learning outcomes, including total, theoretical, and operational scores.
Background
Surgical education is essential for training competent surgeons and enhancing patient care. Traditional lecture methods often lead to student disengagement and reduced learning efficacy. The flipped classroom model offers a student-centered approach that may enhance learning outcomes in surgical training.
Data Highlights
Outcome
Standard Mean Difference (SMD)
95% Confidence Interval (CI)
p-value
Total Scores
0.37
0.11–0.63
0.005
Theoretical Scores
0.32
0.09–0.54
0.005
Operational Scores
0.56
0.33–0.78
<0.00001
Key Findings
FC significantly improves total scores (SMD = 0.37, p = 0.005).
FC enhances theoretical scores compared to TL (SMD = 0.32, p = 0.005).
Operational scores show the greatest improvement with FC (SMD = 0.56, p < 0.00001).
High certainty of evidence for total and operational scores in randomized studies.
Moderate certainty of evidence for theoretical scores in randomized studies.
Non-randomized studies showed very low certainty of evidence for three outcomes.
Clinical Implications
The flipped classroom model may serve as an effective alternative to traditional lectures in surgical education, potentially leading to better academic performance among students. Implementing FC could enhance engagement and learning outcomes in surgical training programs.
Conclusion
The evidence suggests that the flipped classroom model is a promising approach for improving surgical education outcomes. Further high-quality studies are needed to confirm these findings.
