To evaluate the effectiveness of the flipped classroom (FC) compared with traditional lecture (TL) in surgical education, addressing the gap in existing research.
Key Findings:
FC showed significant benefits over TL in improving learning outcomes: total scores (SMD = 0.37, based on 11 studies), theoretical scores (SMD = 0.32, based on 11 studies), and operational scores (SMD = 0.56, based on 9 studies).
Study design, direction, continent, curriculum type, and exam type may affect heterogeneity.
High certainty of evidence for total and operational scores in randomized studies; moderate for theoretical scores; very low for non-randomized studies.
Interpretation:
Current evidence suggests that FC may be more effective in surgical education for improving students’ academic performance compared to TL, which has significant implications for teaching methodologies in this field.
Limitations:
Limited number of studies included in the review, with some showing inconsistent findings regarding FC's effectiveness.
Nature of inconsistencies in individual studies should be specified for clarity.
Conclusion:
More high-quality studies are expected to confirm these findings, particularly in areas such as curriculum design and implementation strategies.
In this procedural case review, vascular surgeon Dr. Samuel Steerman demonstrates endovascular aneurysm repair (EVAR) for a patient in their 70s with an abdominal aortic aneurysm.
