Exploring the Integration of Case-Based Learning (CBL) with a Flipped Classroom Approach in Teaching Leadership in Pediatric Infectious Diseases

Abstract

Purpose: This study aims to investigate the potential benefits of combining case-based learning (CBL) with a flipped classroom approach in the context of education in the infection ward. Methods: The study involved the selection of 50 intern students from hospital infection wards between January 2021 and December 2022. A random computer selection was employed to divide the students into two groups: the control group (n = 25) which received traditional teaching, and the research group (n = 25) which received CBL combined with a flipped classroom approach. The teaching outcomes of the two groups were subsequently compared and analyzed. Results: The research group demonstrated significantly higher scores in both basic theoretical knowledge and practical operation assessments compared to the control group (P < 0.05). Additionally, the research group reported higher levels of satisfaction with the teaching method than the control group (P< 0.05). Conclusion: The implementation of CBL combined with a flipped classroom approach for interns in the infection ward was found to be an effective method for improving interns’ theoretical knowledge and practical operation scores, as well as achieving higher levels of teaching satisfaction. These findings have significant clinical value.