Exploration of problem based learning combined flipped classroom in teaching of individualized medication of cardiovascular drugs

  AIM  To explore the application of combining problem based learning (PBL) and flipped classroom (FC) in instruction of individualized medication of cardiovascular drugs.

  METHODS  Sixty students were randomly divided into PBL + FC group (n = 30) and traditional classroom group (n =3 0). Statistical analysis was carried out to compare the scores of the final examination and questionnaires between the two groups.

  RESULTS  The testing scores of students in PBL + FC group were much higher than those in traditional classroom group (P < 0.05). The questionnaire survey results showed that PBL plus FC teaching model better improved the students’ learning interests and their ability of autonomous learning, and that of analyzing and solving problems compared with traditional classroom teaching method.

  CONCLUSION  The teaching method of PBL +FC is superior to traditional classroom method in teaching of individualized medication of cardiovascular drugs.