Volume 24 Issue 2
Feb.  2026
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Article Navigation >  Chinese Journal of General Practice  > 2026  >  24(2): 306-308
LI Yanze, NING Jinzhuo, KANG Peng, YUAN Run, YAO Xiaobing, XIE Jinna, LI Haoyong. The practice and experience of combining flipped classroom with CBL teaching model in urology clinical education[J]. Chinese Journal of General Practice, 2026, 24(2): 306-308. doi: 10.16766/j.cnki.issn.1674-4152.004385
Citation: LI Yanze, NING Jinzhuo, KANG Peng, YUAN Run, YAO Xiaobing, XIE Jinna, LI Haoyong. The practice and experience of combining flipped classroom with CBL teaching model in urology clinical education[J]. Chinese Journal of General Practice, 2026, 24(2): 306-308. doi: 10.16766/j.cnki.issn.1674-4152.004385
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The practice and experience of combining flipped classroom with CBL teaching model in urology clinical education

doi: 10.16766/j.cnki.issn.1674-4152.004385

  • Department of Urology, Renmin Hospital of Wuhan University, Wuhan, Hubei 430060, China

Funds:

 2024AFB739

 2025YB26

  • Received Date: 2025-03-22
    Available Online: 2026-04-11
    Abstract
  •   Objective  To address issues in traditional clinical education such as students passively receiving foundational knowledge and the disconnection between clinical theory and practice, this study explores the effectiveness of the flipped classroom model combined with the case-based learning (CBL) teaching model in urology clinical education.  Methods  A total of 80 undergraduate clinical medicine students undertaking internships in the Department of Urology at Renmin Hospital of Wuhan University from September 2022 to June 2024 were selected and randomly divided into an experimental group (n=40) and a control group (n=40). The experimental group received the flipped classroom combined with CBL teaching model, while the control group followed traditional teaching methods. The two groups were compared in terms of theoretical knowledge assessment scores, diagnostic and therapeutic thinking assessment scores, practical skills assessment scores, and teaching effectiveness questionnaires.  Results  The experimental group outperformed the control group in theoretical knowledge (89.5±4.2 vs. 82.1±5.1), diagnostic and therapeutic thinking (78.4±2.5 vs. 71.6±2.1), and practical skills (91.3±3.8 vs. 83.6±4.6; all P < 0.05). Additionally, the experimental group reported significantly higher satisfaction with enhancing self-directed learning ability (92.5%, 37), cultivating clinical thinking (97.5%, 38), and improving teamwork skills (90.0%, 36) compared to the control group (72.5%, 29; 67.5%, 27; 62.5%, 25; P < 0.05).  Conclusion  The flipped classroom model combined with CBL teaching significantly improves students' clinical theoretical knowledge, practical skills, and teaching satisfaction in urology clinical education, demonstrating value for broader application.

     

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