Application of cases-based flipped class in hybrid teaching for neuroanatomy / 解剖学报

ABSTRACT

Objective To explore the effects of cases-based flipped class in the hybrid teaching for neuroanatomy. Methods A comparative study was conducted among 102 students majored in clinical medicine of 2019 grade, one was the experiment group (n = 51) and another was the control group (n = 51). The traditional teaching method was applied in control group, while the teaching during neuroanatomy based on cases-based flipped class was applied in experimental group. The teaching effects were evaluated by theory and experiment examination and investigated by the questionnaire of students' satisfaction with the new teaching mode. Results Most students supported the cases-based flipped class teaching and thought it was helpful to improve the autonomous learning ability. The satisfaction rate of experimental group on the cases-based flipped class teaching effectiveness was 98.04%. The total scores, the scores of neuroanatomy and the student number who got 81-90 and 91-100 of experiment group were significantly higher than those of control group, and the difference was statistically significant (P<0.05). Conclusion Cases-based flipped class could effectively improve the quality of neuroanatomy teaching and students' learning ability and effects for undergraduates.