Flipped classroom in higher education in the area of health: A systematic review of the literature

Authors

  • Andrea Urgilés-Arcentales Universidad Nacional de Educación UNAE https://orcid.org/0009-0000-1905-8665
  • Johanna Garrido-Sacán Universidad Nacional de Educación UNAE

DOI:

https://doi.org/10.5281/zenodo.18422330

Keywords:

Flipped classroom, higher education in health, autonomous learning, academic performance, clinical skills

Abstract

This study aimed to analyze the benefits, challenges, trends, and recommendations reported in recent scientific literature on the implementation of the flipped classroom in health higher education. To this end, a systematic review was conducted using an interpretive qualitative approach, with the PRISMA method as the methodological guide. The final corpus comprised 27 empirical studies published between 2021 and 2025, selected according to thematic relevance, full-text availability, and methodological focus. The findings identified three major benefits of the model: (i) strengthening autonomous learning by fostering selfregulation and independent knowledge management; (ii) improving academic performance, with statistically significant differences across several assessments compared with the traditional model; and (iii) developing clinical skills, particularly through simulation contexts, case resolution, and autonomous practice. However, structural challenges were also identified, including insufficient faculty training, technological limitations, assessment constraints, and institutional resistance. In conclusion, the flipped classroom is an effective pedagogical strategy for developing key health competencies, but successful implementation requires progressive curricular redesign, comprehensive faculty development, and flexible adaptation to each institution’s disciplinary and technological context.

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Author Biographies

Andrea Urgilés-Arcentales, Universidad Nacional de Educación UNAE

ORCID

She is a physician, graduating from the Catholic University of Cuenca. She holds a Master’s degree in Criminalistics from the International University of Ecuador (UIDE), a Master’s degree in Health Management from the Private Technical University of Loja (UTPL), and a Master’s degree in Educational Technology and Innovation from the National University of Education (UNAE). She worked as a faculty member at the San Isidro University Institute, where she was responsible for the Medical Emergencies and Pre-Professional Practice courses. Previously, she served as a prehospital care physician at the Ministry of Public Health. She currently works as an occupational health physician at the Zonal Health Coordination 6.

Johanna Garrido-Sacán, Universidad Nacional de Educación UNAE

ORCID

She holds a Master’s degree in the Pedagogical Use of ICT from the Polytechnic Institute of Leiria (Portugal), completed with a scholarship from the Secretariat of Higher Education, Science, Technology and Innovation (SENESCYT). She earned a Bachelor’s degree in Education Sciences with a specialization in Early Childhood Education. She has published and presented nationally and internationally on topics related to early childhood education, Comprehensive Sexuality Education, gender, and the use of technology in education. She is currently pursuing a PhD in Education at the University of the Balearic Islands; her doctoral thesis is in the field of information literacy and digital competencies. She has also served as co-director of research and outreach groups and projects on early childhood and gender. She is currently a teaching-research faculty member at the National University of Education of Ecuador.

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Published

2026-01-29

How to Cite

Urgilés-Arcentales, A., & Garrido-Sacán, J. (2026). Flipped classroom in higher education in the area of health: A systematic review of the literature. South American Research Journal, 5(2), 17–32. https://doi.org/10.5281/zenodo.18422330

Issue

Vol. 5 No. 2 (2025): Challenges

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Copyright (c) 2025 Andrea Urgilés-Arcentales, Johanna Garrido-Sacán

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