Abstract: Objective To evaluate the application of flipped classroom(FC) approach in endocrine system integrated course for students from 4+4 clinical medicine pilot class at Peking Union Medical College(PUMC). Methods The study included the students of 4+4 clinical medicine pilot class grades 2019—2023 in PUMC.The students of grades 2019—2021(n=77) served as the control receiving traditional teaching method, while the students of grades 2022 and 2023(n=76) were selected as the experimental group, which were taught by FC approach. The selected teaching content is thyroid theme. The scoring rates of thyroid related questions in the final exam were assessed and a questionnaire survey was conducted to evaluate teaching satisfaction and effectiveness. Results The scoring rates of experimental group were significantly higher as compared to that of control group(P＜0.05). Over 90% of the students in the experimental group strongly satisfied or satisfied with the teaching content arrangement, design form, classroom atmosphere, teacher-student interaction of FC and expressed willingness to continue with this methodology. In addition, over 90% of the students strongly agreed or agreed that FC stimulated learning interest, improved self-learning ability, strengthened the connection between theory and clinical practice, inspired clinical reasoning, enhanced the abilities to analyze and solve problems, and cultivated communication and teamwork skills. Conclusions The application of FC approach in endocrine system integrated course achieved excellent teaching outcomes with high satisfaction of the students.

Key words: flipped classroom, endocrine system, integrated course, 4+4 clinical medicine pilot class