Evaluation of the effectiveness of the flipped classroom combined with “Rain Classroom” in the “Cardiac Physical Examination” operational course

AIM To evaluate the teaching effectiveness of the “Flipped Classroom + Rain Classroom” model in the “Cardiac Physical Examination” operational course for medical undergraduates.

METHODS The “Cardiac Physical Examination” operational course was selected as the teaching content. The control group (2019 clinical medicine major, n=50) was taught using the conventional teaching model instruction, while the experimental group (2020 clinical medicine major, n=50) was instructed using the “Flipped Classroom + Rain Classroom” model. A comprehensive comparison was conducted between the two teaching approaches.

RESULTS Students in the experimental group demonstrated significantly higher performance in classroom test scores, teaching effectiveness evaluation, and teaching satisfaction compared to the control group (P<0.05, P<0.01).

CONCLUSION The flipped classroom combined with the “Rain Classroom” teaching model significantly improves students' in-class quiz scores, teaching effectiveness, and teaching satisfaction. By enhancing learning initiative, classroom engagement, and knowledge application skills, it effectively improves the teaching effectiveness of the“Cardiac Physical Examination”practical course.