Application of team-based learning combined with flipped classroom in teaching of heartbeat origin in physiological experiments

AIM To evaluate the effect of team-based learning (TBL) combined with flipped classroom in the teaching of heartbeat origin in physiological experiments. METHODS Sixty clinical medical students of 2015 Grade in Fourth Military Medical University were selected and randomized into two classes: experimental class (n=30), in which the combined mode of TBL and flipped classroom was used, and control class (n=30), in which the mode of traditional lecture-based learning (LBL) was used. After the courses were completed, effects of the teaching modes in the two classes were evaluated by comprehensive score evaluation and questionnaire survey. RESULTS The average scores of comprehensive ability evaluation in experimental class and control class were ［(84.3±10.4) score vs.(73.2±13.5) score］, with significant difference between the two classes (P<0.01). 93.3% of the students in experimental class approved that TBL combined with flipped classroom enhanced their learning interest, helped their acquirement of knowledge and improved their individual comprehensive ability. CONCLUSION TBL combined with flipped classroom mode is effective and valuable in the teaching of heartbeat origin in physiological experiments. Not only students’ learning enthusiasm is generally promoted, but also their learning abilities of team-working, independent thinking and problem solving are better developed.