Volume 22 Issue 5
May  2024
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Article Navigation >  Chinese Journal of General Practice  > 2024  >  22(5): 867-870
LIU Lin, LI Jiajia, WU Yanping, SHEN Ji, YUAN Yuan. Exploration and application of CBL combined with flipped classroom model in clinical teaching of internal medicine[J]. Chinese Journal of General Practice, 2024, 22(5): 867-870. doi: 10.16766/j.cnki.issn.1674-4152.003522
Citation: LIU Lin, LI Jiajia, WU Yanping, SHEN Ji, YUAN Yuan. Exploration and application of CBL combined with flipped classroom model in clinical teaching of internal medicine[J]. Chinese Journal of General Practice, 2024, 22(5): 867-870. doi: 10.16766/j.cnki.issn.1674-4152.003522
shu

Exploration and application of CBL combined with flipped classroom model in clinical teaching of internal medicine

doi: 10.16766/j.cnki.issn.1674-4152.003522

  • Department of Hematology, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

Funds:

 2021jyxm0958

  • Received Date: 2024-01-22
    Available Online: 2024-07-20
    Abstract
  •   Objective  This study aims to explore the integration of case-based learning (CBL) with the flipped class mode in internal medicine clinical teaching, comparing its differences and advantages with traditional clinical teaching modes, and exploring the application prospects of its combined approach in internal medicine clinical teaching.  Methods  A total of 80 medical students from Bengbu Medical University undergoing clinical internships between June 2022 and December 2023 were selected as research subjects. They were randomly grouped into two groups: 40 students in the research group received instruction using a teaching reform method combined with the flipped class model, and the remaining 40 students in the control group were taught using traditional teaching methods. The study assessed the comprehensive assessment scores of the two groups of clinical abilities, individual comprehensive ability, and teaching satisfaction.  Results  In the comprehensive evaluation, the study group demonstrated higher scores across various metrics: theoretical knowledge (89.90±3.50), case writing (92.25±2.49), clinical thinking ability (86.05±3.46), and the average score (89.40±2.67), compared to the control group (82.95±4.06, 86.63±2.41, 83.38±2.10, 84.40±2.41), with statistically significant differences (P < 0.05). The self-evaluation score of personal comprehensive abilities of the study group was higher than that of the control group (P < 0.05). The satisfaction of the control group and the study group were 67.5% (27/40) and 87.5% (35/40), respectively. The satisfaction of the study group was significantly higher than that of the control group (χ2=4.588, P=0.032).  Conclusion  The integration of CBL with the flipped classroom mode has a positive application effect in the clinical teaching of internal medicine, improving the comprehensive evaluation scores and teaching satisfaction of medical students. This approach merits further promotion and application in the clinical teaching of internal medicine.

     

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