Flipped Classroom vs. Traditional Lecture in Surgical Education: A Meta-Analysis

A 21.3 KB document contains a systematic review and meta-analysis comparing flipped classroom and traditional lecture methods in surgical education. The analysis includes 11 studies in the review and 9 in the meta-analysis, authored by Rui Cheng and last updated in May 2026. It reports pooled effect sizes for learning outcomes, including total, theoretical, and operational scores.

Use Cases

• Compare the effectiveness of flipped classroom versus traditional lecture based on reported standard mean differences
• Assess the certainty of evidence for different learning outcomes based on the GRADE system results
• Explore sources of heterogeneity in educational interventions based on study design, continent, and exam type
• Inform the design of surgical curricula based on meta-analysis findings for theoretical and operational skill improvement

Strengths

• The analysis is based on a systematic review of 11 studies following a predefined protocol
• Risk of bias was assessed using established Cochrane tools and GRADE system
• Results include pooled effect sizes with 95% confidence intervals for three distinct score types

Limitations

• Description metadata is limited; actual data quality requires manual inspection after download
• Column-level documentation is absent; field semantics must be inferred after download
• Row count is unknown, which may limit suitability assessment

Provenance

Source

Rui Cheng

Collection Method

Systematic review and meta-analysis of studies from Web of Science, PubMed, Embase, Cochrane Library, and ClinicalTrials.gov.

Freshness

Last updated 2026-05-28 04:36:02; freshness should be verified