Skip to main content

Main menu

  • Articles
    • Current
    • Early Release
    • Archive
    • Rufus A. Lyman Award
    • Theme Issues
    • Special Collections
  • Authors
    • Author Instructions
    • Submission Process
    • Submit a Manuscript
    • Call for Papers: Moving from Injustice to Equity
  • Reviewers
    • Reviewer Instructions
    • Reviewer Recognition
    • Frequently Asked Questions (FAQ)
  • About
    • About AJPE
    • Editorial Team
    • Editorial Board
    • History
  • More
    • Meet the Editors
    • Webinars
    • Contact AJPE
  • Other Publications

User menu

Search

  • Advanced search
American Journal of Pharmaceutical Education
  • Other Publications
American Journal of Pharmaceutical Education

Advanced Search

  • Articles
    • Current
    • Early Release
    • Archive
    • Rufus A. Lyman Award
    • Theme Issues
    • Special Collections
  • Authors
    • Author Instructions
    • Submission Process
    • Submit a Manuscript
    • Call for Papers: Moving from Injustice to Equity
  • Reviewers
    • Reviewer Instructions
    • Reviewer Recognition
    • Frequently Asked Questions (FAQ)
  • About
    • About AJPE
    • Editorial Team
    • Editorial Board
    • History
  • More
    • Meet the Editors
    • Webinars
    • Contact AJPE
  • Follow AJPE on Twitter
  • LinkedIn
Research ArticleRESEARCH

A Meta-Analysis of Outcomes Comparing Flipped Classroom and Lecture

Chris Gillette, Michael Rudolph, Craig Kimble, Nicole Rockich-Winston, Lisa Smith and Kimberly Broedel-Zaugg
American Journal of Pharmaceutical Education June 2018, 82 (5) 6898; DOI: https://doi.org/10.5688/ajpe6898
Chris Gillette
aWingate University School of Pharmacy, Wingate, North Carolina
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
Michael Rudolph
bUniversity of Kentucky, Lexington, Kentucky
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
Craig Kimble
cMarshall University School of Pharmacy, Huntington, West Virginia
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
Nicole Rockich-Winston
dAugusta University Medical College of Georgia, Augusta, Georgia
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
Lisa Smith
aWingate University School of Pharmacy, Wingate, North Carolina
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
Kimberly Broedel-Zaugg
cMarshall University School of Pharmacy, Huntington, West Virginia
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
  • Article
  • Figures & Data
  • Info & Metrics
  • PDF
Loading

Abstract

Objective. To examine the evidence of the effectiveness of flipped classroom compared to traditional lecture.

Methods. Experimental and observational studies were included and obtained through searches of PubMed, Education Resources Information Center (ERIC), and Google Scholar. Publications from January 1, 2000 through July 1, 2017 were included. Studies were eligible for this research if: (a) the study compared student outcomes using flipped classroom versus lecture and (b) at least one outcome measure was final examination score or final course score. This analysis used a random effects model with weighted mean difference (WMD) as the outcome.

Results. Six studies were included in the qualitative synthesis and five were included in the quantitative synthesis. To date, there has only been one prospective randomized comparison of flipped classroom to lecture in student pharmacist education. When comparing final examination scores, there was no significant difference between flipped classroom and lecture based instruction. Only two studies examined the effect of flipped classroom compared to lecture on final course score. This analysis also found no significant difference.

Conclusion. Despite a lack of prospective randomized studies, findings from this meta-analysis suggest that flipped classroom may be associated with minimal gains in student knowledge compared to lecture. These findings are important because previous research has estimated that the flipped classroom requires more time to develop and implement. Future studies using prospective randomized designs need to be conducted before widespread adoption.

Keywords
  • flipped classroom
  • lecture
  • student outcomes
  • Received December 1, 2017.
  • Accepted February 15, 2018.
  • © 2018 American Association of Colleges of Pharmacy
View Full Text
PreviousNext
Back to top

In this issue

American Journal of Pharmaceutical Education
Vol. 82, Issue 5
1 Jun 2018
  • Table of Contents
  • Index by author
Print
Download PDF
Email Article

Thank you for your interest in spreading the word on American Journal of Pharmaceutical Education.

NOTE: We only request your email address so that the person you are recommending the page to knows that you wanted them to see it, and that it is not junk mail. We do not capture any email address.

Enter multiple addresses on separate lines or separate them with commas.
A Meta-Analysis of Outcomes Comparing Flipped Classroom and Lecture
(Your Name) has sent you a message from American Journal of Pharmaceutical Education
(Your Name) thought you would like to see the American Journal of Pharmaceutical Education web site.
CAPTCHA
This question is for testing whether or not you are a human visitor and to prevent automated spam submissions.
8 + 6 =
Solve this simple math problem and enter the result. E.g. for 1+3, enter 4.
Citation Tools
A Meta-Analysis of Outcomes Comparing Flipped Classroom and Lecture
Chris Gillette, Michael Rudolph, Craig Kimble, Nicole Rockich-Winston, Lisa Smith, Kimberly Broedel-Zaugg
American Journal of Pharmaceutical Education Jun 2018, 82 (5) 6898; DOI: 10.5688/ajpe6898

Citation Manager Formats

  • BibTeX
  • Bookends
  • EasyBib
  • EndNote (tagged)
  • EndNote 8 (xml)
  • Medlars
  • Mendeley
  • Papers
  • RefWorks Tagged
  • Ref Manager
  • RIS
  • Zotero
Share
A Meta-Analysis of Outcomes Comparing Flipped Classroom and Lecture
Chris Gillette, Michael Rudolph, Craig Kimble, Nicole Rockich-Winston, Lisa Smith, Kimberly Broedel-Zaugg
American Journal of Pharmaceutical Education Jun 2018, 82 (5) 6898; DOI: 10.5688/ajpe6898
del.icio.us logo Digg logo Reddit logo Twitter logo CiteULike logo Facebook logo Google logo Mendeley logo
  • Tweet Widget
  • Facebook Like
  • Google Plus One

Jump to section

  • Article
    • Abstract
    • INTRODUCTION
    • METHODS
    • RESULTS
    • DISCUSSION
    • CONCLUSION
    • ACKNOWLEDGMENTS
    • REFERENCES
  • Figures & Data
  • Info & Metrics
  • PDF

Similar AJPE Articles

Cited By...

  • Controlled comparison of a flipped classroom evidence-based practice course delivered online or on-campus
  • Education Research: Flipped classroom in neurology: Principles, practices, and perspectives
  • Google Scholar

More in this TOC Section

  • Use of Medications for Anxiety and Depression and Associated Factors in Undergraduate Pharmacy Students
  • Determining the Entrepreneurial and Intrapreneurial Intentions of Student Pharmacists in Iran
  • Validity Evidence for a Pharmacists’ Patient Care Process Self-Efficacy Scale Among Pharmacy Students
Show more RESEARCH

Related Articles

  • No related articles found.
  • Google Scholar

Keywords

  • flipped classroom
  • lecture
  • student outcomes

Home

  • AACP
  • AJPE

Articles

  • Current Issue
  • Early Release
  • Archive

Instructions

  • Author Instructions
  • Submission Process
  • Submit a Manuscript
  • Reviewer Instructions

About

  • AJPE
  • Editorial Team
  • Editorial Board
  • History
  • Contact

© 2021 American Journal of Pharmaceutical Education

Powered by HighWire