Practice and application of flipped classroom variant in teaching of monogenic inherited cardiovascular diseases

AIM To explore the application and effect of O-PIRTAS flipped classroom variant in teaching cardiovascular genetic diseases in aerospace medicine.

METHODS Sixty five-year-program students of aerospace medicine in 2021 from Air Force Medical University were selected and equally divided into the research group and the control group. The research group adopted the O-PIRTAS flipped classroom teaching mode and the control group adopted the traditional teaching and discussing mode. The in-class test results and the evaluation of the teaching modes was compared between the two groups.

RESULTS Students in the research group believed that the mode of O-PIRTAS flipped classroom could significantly stimulate learning interest, improve self-learning ability, cultivate teamwork ability and communication ability, and enhance the ability to solve problems (P<0.05, P<0.01). The in-class test scores in the research group were significantly higher than those in the control group (P<0.05).

CONCLUSION O-PIRTAS flipped classroom variant has a remarkable effect in improving students’ learning initiative, learning experience and learning results. Based on this, the time allocation, the report plan and the teachers’ role in the discussion process should be further optimized.