Exploring flipped classrooms in undergraduate anatomy and physiology courses: a systematic review
Year: 2026
Type: review
Study design: Systematic Review
Abstract: Our systematic review shows that flipped classrooms in undergraduate anatomy and physiology courses can boost academic performance and student satisfaction, especially when paired with well-structured curriculum design. These findings highlight both the promise of flipped learning and the need for stronger, more consistent research in this area.
Authors: Maggie L. Hearns, Robin Kay, Laura Banks
Institution: Ontario Tech University
Language: English
Topic: Innovative Teaching Methods
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7161589771