Abstract:
AIM To explore the value of flipped classroom combined with the case-based teaching model applied to the comprehensive experimental course of basic medicine.
METHODS Eighty five-year clinical medical students of 2016 Grade in Air Force Medical University were selected and randomly divided into control group (traditional teaching method) and observation group (flip classroom + case teaching method). The two teaching methods in the teaching of comprehensive cardiovascular-related experiment course of basic medicine were valued by means of examination and questionnaire.
RESULTS The experiment time and success rate in experimental group were significantly better than those in control group (P<0.05). Compared with the students in control group, the students in experimental group were significantly better in their understanding of the experimental principles, their mastery of experimental operation technology, their interest and initiative in learning, the effect of learning and memory, their thinking ability in clinical and scientific research, their ability of teamwork and cooperation, and their satisfaction with the teaching mode (P<0.05). The test-related knowledge assessment showed that the experimental knowledge assessment scores in experimental group were significantly higher than those in control group (P<0.01).
CONCLUSION Compared with the traditional teaching method, the flipped classroom + case teaching method better improves students’ autonomous learning ability and their thinking ability in clinical and scientific research. The flipped classroom + case teaching method is worth promoting in the teaching of comprehensive experimental course of basic medicine.
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