Abstract
BackgroundThe flipped classroom (FC) is recognized as an effective teaching approaches by emphasizing on the development of high-order abilities; however, the implementation of FC has not been well explored in nephrology education. The present study aims to investigate the efficacy of FC in teaching nephrology via comparing with the traditional lecture-based teaching (LBT).MethodsSixty-two medical clerkship students at Zhejiang University School of Medicine were equally allocated into either LBT or FC group demographically matched. The glomerular diseases module was chosen for the teaching content. Students from the FC group were required to study the pre-class materials in annotated PPT format in advance. In the class, case-based learning (CBL) was employed, students encountered the related clinical cases and participated in the face-to -face discussion. Students from the LBT group attended a didactic lecture during the class. Quiz and questionnaires were performed to assess the efficacy of FC versus LBT.ResultsParticipants from the FC group performed better in the quiz than those from the LBT group with higher total scores (78.06 ± 2.515 vs. 65.16 ± 3.209, mean ± SEM), particularly the scores of the case analysis-related questions (35.81 ± 1.657 vs. 27.42 ± 1.910, mean ± SEM). In the survey, more students considered FC beneficial to comprehension, critical thinking, patient management and team work as compared with LBT. Meanwhile, more participants agreed increased in-class pressure in FC than in LBT.ConclusionsThis study shows the positive impact of FC combined with CBL approach on nephrology education and provides an alternative pre-class and in-class format for the FC implementation.
Highlights
The flipped classroom (FC) is recognized as an effective teaching approaches by emphasizing on the development of high-order abilities; the implementation of FC has not been well explored in nephrology education
Students’ performance in the post-class quiz A total of 62 students were enrolled in the study, including 31 students assigned to the FC group and 31 students assigned to the lecture-based teaching (LBT) group
The data showed that students in FC group had higher average scores than those in LBT group (78.06 ± 2.515 vs. 65.16 ± 3.209, 95 % CI: 4.748 to 21.06, p = 0.0024)
Summary
The flipped classroom (FC) is recognized as an effective teaching approaches by emphasizing on the development of high-order abilities; the implementation of FC has not been well explored in nephrology education. The typical scenario of LBT is one that the teacher explains the theoretical knowledge and the students listen, take notes, and passively accept the knowledge. This approach benefits the memorization of facts within the limited period, while little attention is paid to problem-solving, critical thinking, teamwork and self-motivated learning [7]. Medicine including nephrology is a practical science, theoretical knowledge is only the basis basing on which to solve the complex clinical problems. The traditional teaching modality couldn’t fulfill the need of modern medicine and has been shown to be less effective than other teaching strategies in high-order learning abilities [8, 9]
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