Flipped classroom improves student learning in health professions education: a meta-analysis

BMC Medical Education

Table 3 Moderator analyses

Moderator				95% CI
Moderator	n	SMD	SE	LL	UL
For student equivalence
No data provided	13	0.31	0.10	0.11	0.50
No statistical difference (pretest, or other scores)	11	0.39	0.10	0.18	0.59
Randomized assignment	4	0.28	0.18	−0.08	0.63
For instructor equivalence
No data	17	0.23	0.08	0.07	0.39
Different instructors	3	0.39	0.19	0.01	0.76
Identical instructors	8	0.55	0.12	0.31	0.79
Research design
Historical control	20	0.32	0.08	0.17	0.48
Quasi-experiment	4	0.45	0.18	0.09	0.81
Random	4	0.28	0.18	−0.08	0.63
Types of students
Medicine	13	0.26	0.10	0.08	0.45
Pharmacy	10	0.45	0.10	0.24	0.65
Public health	2	0.40	0.29	−0.18	0.98
Nursing	1	0.08	0.36	−0.62	0.79
Dental	1	0.19	0.30	−0.39	0.78
Chiropractic	1	0.29	0.39	−0.47	1.04
Availability of pre-class assessment/ exercise?
No	17	0.25	0.08	0.09	0.41
Yes	11	0.46	0.10	0.26	0.65
Availability of pre-class readings/ notes?
No	18	0.35	0.08	0.19	0.51
Yes	10	0.30	0.11	0.08	0.53
Availability of quiz at start of in-class?
No	20	0.26	0.07	0.12	0.38
Yes	8	0.56	0.11	0.34	0.78*

n number of studies, SMD standardized mean difference, SE standard error, 95% CI 95% confidence interval, LL lower limit, UL upper limit, *p < 0.05

ISSN: 1472-6920