摘要：Objectives The flipped classroom is a revolutionary approach to teaching in medical education. This study aims to explore a theoretical model that informs about the relationships between the learning climate during a flipped classroom in surgery and the students’ perceptions of learning, mediated by their academic abilities and the role of teachers. Methods A structural equation model was used to explore the proposed relationships. The information was collected prospectively from 2013 to 2016 by using a questionnaire applied to 444 students of surgery. Results The theoretical model showed appropriate goodness of fit against the empirical data. The learning climate was positively related to perceptions of learning, mediated by students’ academic abilities (β = 0.35; IC 95% 0.26-0.43; p < 0.001) and the role of teachers (β = 0.31; IC 95% 0.23-0.39; p < .001). Conclusions A productive climate of learning during the flipped classroom correlates positively with the perceptions of learning in surgery. Further studies are required to compare these relationships with other approaches to teaching and academic performance outcomes, such as critical thinking and medical decision making.
