Flipped classroom in laboratory of abnormal human morphology course

doi:10.3969/j.issn.2096-045X.2021.02.016

Abstract

Abstract: Objective To explore the effect of flipped classroom in laboratory of abnormal human morphology course. Methods The undergraduates of two grades were randomly divided into two groups. The experimental group adopted the flipped classroom teaching method, while the control group adopted the traditional teaching mode. Results Compared with the control group，the scores and study satisfaction of the experimental group in the final exam were significantly higher (P<0.01) and students’ satisfactions in the sample observation and in case discussion were higher. There was no significant difference in the usual performance between two groups (P>0.05). Conclusion The flipped classroom improved the teaching quality in abnormal human morphology course, and boosted the initiative and the comprehensive ability of students, which is worth popularizing in the future.

Key words: flipped classroom, , abnormal human morphology, pathology, teaching model

CLC Number:

G642

Yang Hui, Jiang Ying, Li Liang, Sun Jing, Wang Wen, Liu Yu. Flipped classroom in laboratory of abnormal human morphology course[J]. Medical Education Management, 2021, 7(2): 183-187.

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URL: https://journal06.magtechjournal.com/Jwk3_yyyzlt/EN/10.3969/j.issn.2096-045X.2021.02.016

https://journal06.magtechjournal.com/Jwk3_yyyzlt/EN/Y2021/V7/I2/183

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