The "flipped classroom" method is a promising educational breakthrough for application in medical education. Team-, problem-, and case-based learning models have manifested as a result of the drivers of student-centered learning. Even though there has been a shift toward the flipped classroom, relatively little is known about its use in nursing courses. This systematic review sought to explore how the flipped classroom has been used in medical education and the outcomes associated with this method of instruction. A search of four databases yielded the 3944 retrieved records from four electronic databases: PubMed, Web of Science, Scopus, and the Cochrane Library, from the 1st to the 20th of October 2022. After the title and abstract screening process for inclusion and exclusion criteria, each paper was reviewed with a critical evaluation instrument. All of the studies that were included had their data extracted. Only 26 of the studies were eligible for screening and analysis. All writers evaluated the quality of the included research rigorously. There were ten studies found, and the common themes were how well students did in school and how happy they were with the flipped classroom. In undergraduate medical education, using the flipped classroom compared to other traditional teaching methods had neutral or positive effects on students' grades and positive and promising effects on their satisfaction. Further studies are still required.
 

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