Basic & Clinical Medicine ›› 2020, Vol. 40 ›› Issue (5): 719-722.

• Medical Education • Previous Articles     Next Articles

Application of flipped classroom teaching mode in eight-year internal medicine English case-discussion round

TAN Bei1, LI Yue1*, TANG Hao2, SUN Jun3, HUANG Ying-zhuo4, CHEN Si-liang4, QIAN Jia-ming1   

  1. 1. Department of Gastroenterology, Peking Union Medical College Hospital, CAMS & PUMC, Beijing 100730, China;
    2. Department of Internal Medicine, Peking Union Medical College Hospital, CAMS & PUMC, Beijing 100730, China;
    3. Peking Union Medical Foundation, Peking Union Medical College Hospital, CAMS & PUMC, Beijing 100730, China;
    4. Eight-year Program of Clinical Medicine 2014, Peking Union Medical College Hospital, CAMS & PUMC, Beijing 100730, China
  • Received:2020-01-20 Revised:2020-03-18 Online:2020-05-05 Published:2020-04-30
  • Contact: *yuelee76@gmail.com

Abstract: Objective Evaluate the learning outcoems of the flipped classroom teaching model applied to teaching of English case-discussion round for internal medicine in eight-year medical students. Methods Totally 88 eight-year clinical medical students of the Peking Union Medical College in 2019, applied the flipped classroom teaching mode in the internal medicine English case-discussion round. The mastery of knowledge was assessed by quiz before and after case-discussion round. The teaching effect was assessed by post-round feedback of five-score Likert Scale. Results The mastery of knowledge by pre self-learning are 29.3%, 37.3% and 17.3% of disease diagnosis and differential diagnosis, disease classification and degree, and treatment principles. Post-round the mastery can further achieved 84.8%, 60.9% and 45.7% respectively, through group discussions in class (P<0.05). The average score of teaching feedback post-round was (4.01±1.02), the evaluation items with average scores >4 points accounted 66.7%. Conclusions The teaching mode of flipped classroom combined with small group learning can significantly improve learning outcomes as acknowledged by students.

Key words: flipped classroom, case-discussion round, medical teaching, quantitative scoring

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