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Cited by 105Innovative Teaching MethodsInnovations in Medical EducationProblem and Project Based Learning

The DOI matches its Crossref record; 29 of the 29 references it cites were found in a registry or an index.

Implementation of flipped classroom combined with problem-based learning: an approach to promote learning about hyperthyroidism in the endocrinology internship

Open access
Hu, Xiaolei, Zhang, Hengyan, Song, Yuan, Wu, Chenchen, Yang, Qingqing, Shi, Zhaoming, Zhang, Xiaomei, Chen, Weidong·2019·BMC Medical Education
DOI 10.1186/s12909-019-1714-8PMC PMC6668058
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Abstract

BACKGROUND: With the development of medicine, new teaching methods, such as flipped classroom and problem-based learning (PBL), have received much attention in medical education. However, the implementation of flipped classroom combined with PBL in endocrinology education has not been well investigated. Considering that both two teaching methods may complement each other, therefore, the aim of this study was to evaluate students' learning effectiveness acceptability of the pedagogy between traditional lecture-based teaching methods and the combination of flipped classrooms with PBL teaching methods in the endocrinology internship. METHODS: 74 fourth-year medical students at the Bengbu Medical College were enrolled in the endocrinology internship. Hyperthyroidism was chosen for the content of this study. The participants were randomly allocated into either the combination group of flipped classroom with PBL (CG) or the traditional lecture-based classroom group (TG). Both a pre-quiz and a post-quiz were conducted before and after the classes, respectively. All questions in the quizzes were classified into two aspects, basic theoretical knowledge and clinical case analyses based on the Bloom's Taxonomy. The scores were compared and students were required to complete the questionnaire to evaluate their perceptions and experience. RESULTS: The mean post-quiz scores of both the TG and the CG were higher than those of the pre-quiz. Additionally, the post-quiz showed that students in the CG had significantly higher scores in the TG. Further analysis found that after class, only the difference in clinical case analysis between CG and TG was significant. The scores of all items in the questionnaires were higher in the CG than in the TG. More students agreed that the combined teaching method could help to improve their performance, at the same time, it could increase their workload. CONCLUSIONS: The combination of the flipped classroom and PBL teaching approach could be a better option over the traditional lecture-based classroom in the teaching of hyperthyroidism during endocrinology internship, although it can increase students' workload. To be widely accepted and implemented, further optimizations are required.

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Crossref · 10.1186/s12909-019-1714-8

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Fig. 1 A graphical overview of the study design. TG: traditional lecture-based classroom group, CG: combination group of flipped classroom with problem-based learning
Fig. 1 A graphical overview of the study design. TG: traditional lecture-based classroom group, CG: combination group of flipped classroom with problem-based learningCC BY · PubMed Central
Fig. 2 Mean scores of pre- and post-quiz in TG (N = 37) and CG (N = 37). (a). Comparison of mean pre- and post-quiz total score between TG and CG. (b). Comparison of mean pre- and post-quiz score on basic theoretical knowledge and clinical case analysis between TG and CG, respectively. TG: traditional lecture-based classroom group, CG: combination group of flipped classroom with problem-based learning. Data are presented as the means ± standard deviation (SD); ** p < 0.001 post-quiz vs. pre-quiz, ## p < 0.001 CG vs. TG, and NS: no significant difference
Fig. 2 Mean scores of pre- and post-quiz in TG (N = 37) and CG (N = 37). (a). Comparison of mean pre- and post-quiz total score between TG and CG. (b). Comparison of mean pre- and post-quiz score on basic theoretical knowledge and clinical case analysis between TG and CG, respectively. TG: traditional lecture-based classroom group, CG: combination group of flipped classroom with problem-based learning. Data are presented as the means ± standard deviation (SD); ** p < 0.001 post-quiz vs. pre-quiz, ## p < 0.001 CG vs. TG, and NS: no significant differenceCC BY · PubMed Central

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Citations

Cites

Research works printed but not linked: 6

  1. Hu X, Chen W, Sun W, Yu L, Shi Z, Jin G. Application of the teaching method combining PBL with CBL in resident standardization training in the department of endocrinology. Chinese J Gen Prac. 2017;15(7):1236–8.
  2. Zhou R, Li C, Chen L, Wu X. Application of flipped classroom combined with PBL in physiology teaching. Basic Med Educ. 2018;20(1):12–4.
  3. Yang R, Jia Q, Wang Y, Ma S, Gao Q, Guan S. Application of flipped classroom combined with problem-based learning teaching mode in the teaching of the structure and function of human body. J Qiqihar University of Medicine. 2017;38(1):89–90.
  4. Ma X, Huang Y, Song Z, Zhang X. Application of PBL combined flipped classroom in biochemistry and molecular biology teaching. J Jining Medical University. 2018(5):375–8.
  5. Sun M, Zhao W, Tan S, Zhang F, Bu R. Application of PBL combined with flipped classroom in internship instruction in the department of urology. Basic Med Educ. 2018;20(8):680–3.
  6. Mi W, Dong Z, Lian W, Shi T, Jie W. Studying on the application of flipped classroom model on PBL in teaching of preventive medicine. The Chinese Health Serv Manage. 2017;34(8):615–8.

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Metadata

Authors
Hu, X., Zhang, H., Song, Y., Wu, C., Yang, Q., Shi, Z., Zhang, X., & Chen, W.
Affiliations
  • Bengbu Medical College (CN)
  • First Affiliated Hospital of Bengbu Medical College (CN)
Corresponding author
  • Hu, Xiaolei
  • Chen, Weidong
ORCID
Venue
BMC Medical Education
Publisher
Springer Science and Business Media LLC
Published
2019-07-30
Volume
19
Issue
1
Pages
290-290
ISSN
1472-6920 (ISSN-L)
DOI
10.1186/s12909-019-1714-8
PMC
PMC6668058
OpenAlex
W2965171981
Cited by
105
References
29
Citations by year
2026: 7 · 2025: 11 · 2024: 20 · 2023: 18 · 2022: 21 · 2021: 9 · 2020: 18 · 2019: 1
FWCI
33.08
Type
journal article
Language
en
Open access
Licence
Locations
  • BMC Medical Education (publishedVersion, cc-by)
  • Europe PMC (PubMed Central) (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
Quality Project for Undergraduate Teaching, Bengbu Medical College (2017jyxm62)
Topics
  • Social Sciences › Education › Innovative Teaching Methods
  • Social Sciences › Education › Innovations in Medical Education
  • Social Sciences › Education › Problem and Project Based Learning
Keywords
flipped classroom, problem-based learning, hyperthyroidism, medical students, lecture method comparison, clinical case analysis, Bloom's taxonomy, student perceptions, student workload
MeSH terms
China, Endocrinology, Female, Humans, Hyperthyroidism, Internship and Residency, Male, Surveys and Questionnaires, Students, Medical, Teaching, Problem-Based Learning, Young Adult

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