Exploring Flipped Classrooms in Undergraduate Anatomy and Physiology Courses: A Systematic Review

We conducted a systematic review to investigate the effect of implementing flipped classroom designs on academic performance and student satisfaction in undergraduate anatomy and physiology courses. We used the PRISMA framework and searched databases (EBSCO Medline and EBSCO Eric) with the terms "flip* class", "anatomy" and "physiology". Original research articles were limited to peer-reviewed, quantitative and/or mixed-methods studies published between 2010 and 2025. Three main themes emerged from the 11 articles reviewed, including positive gains in academic performance ( n =10/11 studies reporting; 91 % studies) and student satisfaction ( n =10/11 studies reporting; 91 % studies). While low effect sizes were found in most studies, none of these studies reported a negative effect for flipped classroom interventions. Structured teaching strategies and curriculum design appear to be important determinants of performance and satisfaction. Studies on flipped classrooms in undergraduate anatomy and physiology courses indicated positive changes in academic performance and student satisfaction linked to a well-designed curriculum. Methodological limitations in the studies reviewed include the absence of demographic analysis, minimal or absent descriptions of flipped classroom curriculum design, inadequate data reporting and the absence of randomized, comparison groups. Future research needs to focus on refining and standardizing the quality of pre-class materials and exploring strategies to enhance student compliance and engagement with pre-class content. Additional studies could all focus on identifying the factors that contribute to both the successes and limitations of the flipped classroom, particularly in complex courses such as anatomy and physiology, where unique challenges may arise.