- 期刊
Flipped Classroom in Traditional Chinese Medicine Education in China: A Systematic Review and Meta‐analysis
摘要
Objective: Flipped classroom has received much attention in traditional Chinese medicine (TCM) education during the last several years in China. However, it is uncertain whether there is robust evidence on the effects of flipped classroom versus traditional classroom on TCM learning. This study investigated the findings of comparative articles to summarize the effects of the flipped classroom approach. We focused specifically on undergraduate level of TCM learning students. Methods: The study was designed as a systematic review and meta‐analysis of randomized trials. The Medline database, the Wanfang database, the China National Knowledge Infrastructure and the Chinese Biomedical Literature database were searched up to May 2021 with no language restrictions. Methodological quality was graded using the Cochrane Collaboration tool. Results: Twenty‐five studies satisfied the inclusion criteria for the meta‐analysis. Since 2018, number of studies on the flipped classroom increased in TCM education. The results of meta‐analysis showed that compared with traditional classroom, flipped classroom showed significant improvement for theoretical knowledge acquisition (MD= 6.61, 95%CI: 5.35~7.87, P＜0.00001), practical skills (MD= 8.8, 95%CI: 6.91~10.7, P＜0.00001), self‐learning ability (RR=1.52, 95%CI: 1.23~1.88, P＜0.0001), problem-solving ability (RR=1.67, 95%CI: 1.2~2.35, P=0.003), teamwork ability (RR=1.83, 95%CI: 1.26~2.66, P=0.002) and learning interest (RR=1.76, 95%CI: 1.35~2.31, P＜0.0001). More students preferred flipped classroom to traditional classroom (RR=1.39, 95%CI: 1.27~1.53, P＜0.00001). Conclusions: The current evidence indicates that the flipped classroom approach was more effective than traditional classroom in improving student learning outcomes and students' perceptions in TCM education. However, these results need to be confirmed in larger controlled and long‐term follow‐up trials.