El aula invertida como estrategia metodológica en la formación médica: revisión bibliográfica (2020–2025)
DOI:
https://doi.org/10.70881/mcj/v3/n4/102Palabras clave:
aula invertida, educación médica, competencias clínicasResumen
En la última década, la incorporación del aula invertida en la formación médica ha favorecido en muchos aspectos, aunque persiste heterogeneidad en sus resultados. Por ello, la presente investigación tiene como objetivo, analizar la aplicación del aula invertida como estrategia activa en la formación médica. Para lo cual, se recolectó información relevante sobre aula invertida en Medicina en distintas bases de datos y se planteó como interrogante ¿Cuáles son los beneficios y limitaciones de su aplicación en la formación médica? Así mismo se analizaron 30 estudios, mayoritariamente cuasiexperimentales y ensayos controlados, los cuales muestran mejoras en las calificaciones, el desempeño en OSCE y escenarios simulados, mayores niveles de satisfacción, participación y percepción de autonomía; además del aumento de la carga de trabajo y dificultades de acceso digital en algunos contextos. Los hallazgos sugieren que el aula invertida influye positivamente en la educación médica mejorando el desarrollo de competencias y la experiencia del aprendizaje, potenciándolo cuando la presencialidad se orienta a la práctica clínica, resolución de casos y retroalimentación estructurada; siempre y cuando se implemente mediante un diseño instruccional pertinente y en entornos con recursos tecnológicos y apoyo docente e institucional, de lo contrario los beneficios se atenúan y aparecen inequidades
Descargas
Referencias
Afonso, A., Morgado, L., Noguera, I., Sepúlveda-Parrini, P., Hernandez-Leo, D., Alkhasawneh, S. N., Spilker, M. J., & Carvalho, I. C. (2025). Flexible learning by design: Enhancing faculty digital competence and engagement through the FLeD project. Education Sciences, 15(7), 934. https://doi.org/10.3390/educsci15070934 DOI: https://doi.org/10.3390/educsci15070934
Aristotle, S., Subramanian, S., & Jayakumar, S. (2021). Effectiveness of flipped classroom model in teaching histology for first-year MBBS students based on competency-based blended learning: An interventional study: An interventional study. Journal of Education and Health Promotion, 10(1), 152. https://doi.org/10.4103/jehp.jehp_467_20 DOI: https://doi.org/10.4103/jehp.jehp_467_20
Baig, M. I., & Yadegaridehkordi, E. (2023). Flipped classroom in higher education: a systematic literature review and research challenges. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00430-5 DOI: https://doi.org/10.1186/s41239-023-00430-5
Cabrera Larreategui, S. Y., Rojas Yalta, E. M., Montenegro Torres, D., & López Regalado, O. (2021). El aula invertida en el aprendizaje de los estudiantes: revisión sistemática. Edutec Revista Electrónica de Tecnología Educativa, 77, 152–168. https://doi.org/10.21556/edutec.2021.77.1967 DOI: https://doi.org/10.21556/edutec.2021.77.1967
Chang, J. J., Hain, A., Dosiou, C., & Gesundheit, N. (2023). Use of the Community of Inquiry framework to measure student and facilitator perceptions of online flipped classroom compared with online lecture learning in undergraduate medical education. Advances in Medical Education and Practice, 14, 963–972. https://doi.org/10.2147/AMEP.S413201 DOI: https://doi.org/10.2147/AMEP.S413201
Ehsan, M. T., Mahrukh, Ali, A., Hashmi, M. S. S., Baig, M. Z., & Khan, F. M. (2025). The effectiveness of flipped classroom models in undergraduate medical education: A systematic review: Flipped classroom models in undergraduate medical education. Pakistan journal of health sciences. https://doi.org/10.54393/pjhs.v6i8.3404 DOI: https://doi.org/10.54393/pjhs.v6i8.3404
ElGamal, H., & Zawacki-Richter, O. (2025). Insights from an umbrella review of flipped learning in higher education. The International Review of Research in Open and Distributed Learning, 26(4), 141–171. https://www.irrodl.org/index.php/irrodl/article/view/8301 DOI: https://doi.org/10.19173/irrodl.v26i4.8301
Farsi, Z., Taghaee, F., Azarmi, S., & Fathi Moghaddam, A. (2024). The level of satisfaction with blended learning via the Flipped Classroom approach in the epidemiology course among nursing students. Annals of military and health sciences research, 22(2). https://doi.org/10.5812/amh-144940 DOI: https://doi.org/10.5812/amh-144940
Galindo-Domínguez, H., & Bezanilla, M.-J. (2025). A critical systematic review of the impact of the Flipped Classroom methodology on university students’ autonomy. Trends in Higher Education, 4(2), 22. https://doi.org/10.3390/higheredu4020022 DOI: https://doi.org/10.3390/higheredu4020022
Ge, L., Chen, Y., Yan, C., Chen, Z., & Liu, J. (2020). Effectiveness of flipped classroom vs traditional lectures in radiology education: A meta-analysis: A meta-analysis. Medicine, 99(40), e22430. https://doi.org/10.1097/MD.0000000000022430 DOI: https://doi.org/10.1097/MD.0000000000022430
Li, S., Liao, X., Burdick, W., & Tong, K. (2020). The effectiveness of flipped classroom in health professions education in China: A systematic review. Journal of Medical Education and Curricular Development, 7, 2382120520962838. https://doi.org/10.1177/2382120520962838 DOI: https://doi.org/10.1177/2382120520962838
Li, Y., Tang, X.-F., & Cheng, H. (2023). Application of a flipped classroom teaching model based on micro-videos in the standardized training of dermatological residents in China. Frontiers in Medicine, 10, 1250168. https://doi.org/10.3389/fmed.2023.1250168 DOI: https://doi.org/10.3389/fmed.2023.1250168
Liu, J., Wu, Z., Lan, Y.-Z., Chen, W.-J., Wu, B.-X., Chen, W.-T., & Wu, H.-T. (2024). Flipped classroom in physiology education: where are we and where are we heading? Frontiers in education, 9(1448371). https://doi.org/10.3389/feduc.2024.1448371 DOI: https://doi.org/10.3389/feduc.2024.1448371
Mengesha, A. K., Ayele, H. S., Misker, M. F., & Beyna, A. T. (2024). Assessing the effectiveness of flipped classroom teaching-learning method among undergraduate medical students at gondar university, college of medicine and health sciences: an interventional study. BMC Medical Education, 24(1), 1108. https://doi.org/10.1186/s12909-024-06105-7 DOI: https://doi.org/10.1186/s12909-024-06105-7
Mishall, P. L., Meguid, E. M. A., Elkhider, I. A., & Khalil, M. K. (2025). The application of flipped classroom strategies in medical education: A review and recommendations. Medical Science Educator, 35(1), 531–540. https://doi.org/10.1007/s40670-024-02166-x DOI: https://doi.org/10.1007/s40670-024-02166-x
Nocetti-García, D., Auad-Brito, M., & Henriquez-Villarroel, D. (2023). Efectividad del Aula Invertida en carreras universitarias de Ciencias de la Salud: Revisión de literatura. Universidad y salud, 25(3), C8–C17. https://doi.org/10.22267/rus.242601.310 DOI: https://doi.org/10.22267/rus.242601.310
Patnaik, S., Behera, M. R., & Patnaik, L. (2025). Evaluating the effectiveness of the flipped classroom model in undergraduate medical education: A quasi-experimental study. Cureus, 17(6), e86312. https://doi.org/10.7759/cureus.86312 DOI: https://doi.org/10.7759/cureus.86312
Phillips, J., & Wiesbauer, F. (2022). The flipped classroom in medical education: A new standard in teaching. Trends in Anaesthesia and Critical Care, 42, 4–8. https://doi.org/10.1016/j.tacc.2022.01.001 DOI: https://doi.org/10.1016/j.tacc.2022.01.001
Regmi, K., & Jones, L. (2020). A systematic review of the factors - enablers and barriers - affecting e-learning in health sciences education. BMC Medical Education, 20(1), 91. https://doi.org/10.1186/s12909-020-02007-6 DOI: https://doi.org/10.1186/s12909-020-02007-6
Ruesseler, M., Britz, V., Herrmann-Werner, A., Festl-Wietek, T., Weckwerth, C., Bepler, L., Beaugé, Y., & Sterz, J. (2025). A flipped classroom improves medical students’ skills how to manage medical emergencies-an intervention-control study. BMC Medical Education, 25(1), 1362. https://doi.org/10.1186/s12909-025-07898-x DOI: https://doi.org/10.1186/s12909-025-07898-x
Sourg, H. A. A., Satti, S., Ahmed, N., & Ahmed, A. B. M. (2023). Impact of flipped classroom model in increasing the achievement for medical students. BMC Medical Education, 23(1), 287. https://doi.org/10.1186/s12909-023-04276-3 DOI: https://doi.org/10.1186/s12909-023-04276-3
Spaic, D., Bukumiric, Z., Rajovic, N., Markovic, K., Savic, M., Milin-Lazovic, J., Grubor, N., Milic, N., Stanisavljevic, D., Despotovic, A., Bokonjic, D., Vladicic Masic, J., Janicijevic, V., Masic, S., & Milic, N. (2025). The flipped classroom in medical education: Systematic review and meta-analysis. Journal of Medical Internet Research, 27, e60757. https://doi.org/10.2196/60757 DOI: https://doi.org/10.2196/60757
Sun, Y., Ji, M., Leng, M., Li, X., Zhang, X., & Wang, Z. (2022). Comparative efficacy of 11 non-pharmacological interventions on depression, anxiety, quality of life, and caregiver burden for informal caregivers of people with dementia: A systematic review and network meta-analysis. International Journal of Nursing Studies, 129(104204), 104204. https://doi.org/10.1016/j.ijnurstu.2022.104204 DOI: https://doi.org/10.1016/j.ijnurstu.2022.104204
Universidad Politécnica Salesiana, Ecuador, & Lozada Lozada, R. F. (2025). Efectos combinados del aula invertida y la gamificación en la motivación y el rendimiento académico. Polo del Conocimiento, 10(11), 117–134. https://doi.org/10.23857/pc.v10i11.10632 DOI: https://doi.org/10.23857/pc.v10i11.10632
Wang, X., Mao, M., & Qian, D. (2025). Effectiveness of the Flipped Classroom on medical undergraduates’ cardiopulmonary resuscitation training in large class through self-efficacy: A randomized quasi-experimental study. Journal of Medical Education and Curricular Development, 12, 23821205251347040. https://doi.org/10.1177/23821205251347040 DOI: https://doi.org/10.1177/23821205251347040
Wu, Y.-Y., Liu, S., Man, Q., Luo, F.-L., Zheng, Y.-X., Yang, S., Ming, X., & Zhang, F.-Y. (2022). Application and evaluation of the flipped classroom based on micro-video class in pharmacology teaching. Frontiers in Public Health, 10, 838900. https://doi.org/10.3389/fpubh.2022.838900 DOI: https://doi.org/10.3389/fpubh.2022.838900
Yao, Q., Zhu, P., Yu, X., Cheng, Y., Cui, W., & Liu, Q. (2025). The effectiveness of the student-centered Flipped Classroom approach in medical anatomy teaching: A quasi-experimental study. Clinical Anatomy (New York, N.Y.), 38(4), 496–504. https://doi.org/10.1002/ca.24267 DOI: https://doi.org/10.1002/ca.24267
Zhang, W., Gu, J., Li, F., Feng, F., Chen, H., Xing, X., & Liu, L. (2022). The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE). Medical Education Online, 27(1), 2013405. https://doi.org/10.1080/10872981.2021.2013405 DOI: https://doi.org/10.1080/10872981.2021.2013405
Zheng, B., & Zhang, Y. (2020). Self-regulated learning: the effect on medical student learning outcomes in a flipped classroom environment. BMC Medical Education, 20(1), 100. https://doi.org/10.1186/s12909-020-02023-6 DOI: https://doi.org/10.1186/s12909-020-02023-6
Zheng, Z., Yuan, S., Huang, M., Liao, J., Cai, R., Zhan, H., Yang, Z., & Xiong, Y. (2022). Flipped Classroom approach used in the training of Mass Casualty Triage for medical undergraduate students. Disaster Medicine and Public Health Preparedness, 16(1), 94–101. https://doi.org/10.1017/dmp.2020.162 DOI: https://doi.org/10.1017/dmp.2020.162
Publicado
Número
Sección
Licencia
Derechos de autor 2025 Maythe Yamiled Villagómez Moreno, Alisson Nayeli Castro Mesias, Anshela Mikaela Gaibor Mora, Anderson Steveen Andradre Gallegos, Edgar Francisco Llanga Vargas (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Cómo citar
:
