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Table 4 Comparison of post-test outcomes between flipped classroom and traditional classroom medical students at the end of the EBM programa (n = 90)

From: Implementing a flipped classroom model in an evidence-based medicine curriculum for pre-clinical medical students: evaluating learning effectiveness through prospective propensity score-matched cohorts

Post-course scores for the EBM program (EBM category/exam format) LB group (n = 45) FC goup (n = 45) SMD p-value
mean sd mean sd
Ask/written exam 3.87 (1.13) 6.22 (1.27) 1.959 < 0.001
Acquire/written exam 3.94 (1.64) 6.40 (1.72) 1.459 < 0.001
Appraise/written exam 1.47 (1.74) 6.87 (2.20) 2.724 < 0.001
Ask/oral exam 6.12 (0.88) 7.45 (0.91) 1.487 < 0.001
Acquire/oral exam 5.63 (1.19) 7.47 (1.14) 1.577 < 0.001
Appraise/oral exam 6.87 (0.86) 7.56 (0.73) 0.867 < 0.001
Apply/oral exam 3.97 (1.24) 7.34 (0.80) 3.240 < 0.001
  1. sd Standard deviation, smd Standardized mean difference, LB Lecture-based, FC Flipped classroom, EBM Evidence-based medicine
  2. aAspect “Apply” to testing from oral examinations only