Application of flipped classroom in surgical education: a systematic review and meta-analysis
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By
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Rui Cheng
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Sike He
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Yuan Wang
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Huan Ren
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Xingming Zhang
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Yunjin Bai
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May 28, 2026
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Clinical Scorecard: Utilization of the Flipped Classroom Model in Surgical Training: A Systematic Review and Meta-Analysis
At a Glance
| Category | Detail |
|---|
| Condition | Surgical Education |
| Key Mechanisms | Flipped classroom (FC) enhances active learning and student engagement compared to traditional lecture (TL). |
| Target Population | Medical students and surgical trainees. |
| Care Setting | Surgical education environments. |
Key Highlights
- FC shows significant benefits over TL in improving learning outcomes.
- Pooled effects indicate FC improves total scores (SMD = 0.37), theoretical scores (SMD = 0.32), and operational scores (SMD = 0.56).
- High certainty of evidence for total and operational scores in randomized studies.
- Moderate certainty of evidence for theoretical scores in randomized studies.
- Very low certainty of evidence for three outcomes in non-randomized studies.
Guideline-Based Recommendations
Diagnosis
Management
Monitoring & Follow-up
Risks
Patient & Prescribing Data
Medical students and surgical trainees.
FC may enhance academic performance in surgical education.
Clinical Best Practices
- Implement FC to promote active learning in surgical education.
- Utilize multimedia resources for self-directed study prior to class.
- Encourage interactive learning activities during classroom sessions.
Related Resources & Content
