Flipped classroom in higher educa-tion in the area of health: A sys-tematic review of the literature

ABSTRACT This study aimed to analyze the benefits, chal-lenges, trends, and recommendations reported in recent scientific literature on the implementation of the flipped classroom in health higher educa-tion. To this end, a systematic review was con-ducted 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, select-ed according to thematic relevance, full-text avail-ability, and methodological focus. The findings identified three major benefits of the model: (i) strengthening autonomous learning by fostering self-regulation and independent knowledge man-agement; (ii) improving academic performance, with statistically significant differences across several assessments compared with the traditional model; and (iii) developing clinical skills, particu-larly through simulation contexts, case resolution, and autonomous practice. However, structural challenges were also identified, including insuffi-cient 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 re-quires progressive curricular redesign, comprehen-sive faculty development, and flexible adaptation to each institution’s disciplinary and technological context.