Jasmin Bhawra, Sharon I Kirkpatrick, Marissa G Hall, Lana Vanderlee, James F Thrasher, David Hammond
Correlates of Self-Reported and Functional Understanding of Nutrition Labels across 5 Countries in the 2018 International Food Policy Study
The Journal of nutrition
recent years flipped classrooms fcs gained popularity higher education particularly among healthcare students fc model blended learning approach combines online learning inclass activity prompted many instructors assess teach prepare successful graduate students todays society additionally colleges universities challenged deliver curricula relevant needs students provide rising skills knowledge expected acquired students systematic review aims evaluate flipped classroom teaching approach pharmacy education provide summary guidance introduction implementation flipped classroom model pharmacy educational programs systematic review followed preferred reporting items systematic reviews metaanalyses prisma 2020 guidelines eight databases crossscreened four reviewers following key terms predefined inclusion exclusion criteria form developed extract relevant data reviewers qualitative data within studies reporting students educators perceptions views fc model also analyzed using thematic analysis studies appraised using medical education research quality instrument mersqi joanna briggs institute jbi checklist qualitative research reviewers screened 330 articles 35 included review themes identified implementation academic performance outcomes student satisfaction flipped classroom model longterm knowledge retention studies 68 found flipped learning enhances students success exam performance six 27 studies reported statistically significant difference academic performance however two studies reported lower longterm knowledge retention fc learning lecturebased learning students perceptions fc approach assessed 26 studies majority reported positive feedback however students found preclass homework difficult complete class expressed dissatisfaction inconsistent grading unclear assessment questions fc model overall fc model found enhance students critical thinking communication skills selfconfidence time management findings review indicate pharmacy students generally found flipped classroom model preferable traditional lectures however preference conditional effective implementation approach alignment within core instructional elements issue increased workload students associated selfdirected preclass learning may present challenge