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. 2021 Jan 2;20:1. doi: 10.1186/s12912-020-00515-w

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© The Author(s) 2021

Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

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Fig. 2 — Students’ responses to the use of the flipped classroom approach. Students agreed or strongly agreed that flipped classroom improved their learning, increased their interest in the course, improved their grades, is more satisfying, is better when using active-learning style, and the course material in the flipped classroom is relevant to their career (78, 75, 76, 74, 69, and 72% of students respectively) than didactic lecturing. Results are presented as mean percentage (N = 49)