Application of flipped classroom combined with case teaching method in clinical teaching of cardiovascular medicine

  AIM  To investigate the efficacy of the flipped classroom (FC) and case teaching in clinical teaching of cardiovasology by comparing with that of the traditional lecture-based teaching.

  METHODS  Eighty-five medical students at the Second Affiliated Hospital of Air Force Medical University were allocated into experimental group and control groups. The diagnosis and differential diagnosis of hypertension was chosen for the teaching content. Students in the experimental group adopted FC and case teaching method, while students in the control group adopted lecture-based teaching method. Quiz and questionnaire were performed to assess the efficacy of the two groups.

  RESULTS  The quiz scores of the control group were markedly lower than those of the experimental group (75.14±8.19 vs. 82.10±6.96) and the difference was statistically significant (P<0.05). Questionnaire results showed that the teaching effect of the control group was also markedly lower than that of the experimental group and the difference was statistically significant (P<0.05).

  CONCLUSION  The method of FC combined with case teaching method has achieved good results in the teaching of cardiovascular medicine and it is a recommended teaching method.