AIM To explore the application of team-based learning (TBL) combined with flipped classroom teaching mode in medical diagnostic imaging teaching of congenital heart diseases.
METHODS A total of 96 students majoring in medical imaging examination were selected and randomly assigned to the control group, which received the traditional lecture-based learning (LBL) teaching model, and the experimental group, which received TBL combined with flipped classroom teaching model. The two groups of students studied the same courses and used the same textbooks at the early stage. There were no statistically significant differences in college entrance examination scores, gender and age between the students in the two groups. After the completion of congenital heart diseases chapter, the teaching effects of the two groups were compared and analyzed by students’ curriculum assessment questionnaire survey and the chapter theoretical test.
RESULTS Compared with those in the control group, the chapter theoretical test scores in the experimental group were remarkably improved (P<0.01), especially in case analysis questions (P<0.01). In questionnaire survey, satisfaction and interest in class learning in the experimental group were higher those in the control group. The percentage of students who made progress in the ability of active learning, teamwork, presentation skill and comprehension in the experimental group were significantly higher than those in the control group (P<0.05, P<0.01).
CONCLUSION The application of TBL combined with flipped classroom teaching mode in medical diagnostic imaging teaching of congenital heart diseases effectively improves the teaching effect.
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