This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research Article
Fuye Yang
Second Affiliated Hospital of Zhejiang University
Corresponding Author
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background
Both flipped classroom (FC) and case-based learning (CBL) are recognized as new effective teaching approaches by emphasizing on different aspects of teaching activities; however, the implementation of FC combined with CBL has not been well explored in nephrology education. The present study aims to investigate the efficacy of FC combined with CBL in teaching nephrology via comparing with the traditional lecture-based teaching (LBT).
Methods
Sixty-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 before the face-to face discussion on the relevant cases during the class. Students from the LBT group attended a didactic lecture during the class. Quiz and questionnaires were performed to assess the efficacy of FC.
Results
Participants from the FC group performed better than those from the LBT group in the quiz with higher scores in the case analysis-related questions. FC was also considered more helpful than LBT in improving high order cognitive abilities in the survey. Meanwhile, more participants agreed increased in-class pressure in FC than in LBT.
Conclusions
This 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.
Keywords
Medical education, Nephrology, Flipped classroom, Case-based learning, Traditional lecture-based teaching, Clerkship
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Peer Review Timeline
CURRENT STATUS: Under Review
Version 1
Posted 07 Jan, 2021
No community comments so far
Editorial decision: Major revision
On 05 Apr, 2021
Reviews received
Received 22 Mar, 2021
Reviewers agreed
On 16 Mar, 2021
Reviewers invited
Invitations sent on 16 Mar, 2021
Editor assigned
On 16 Mar, 2021
Editor invited
On 06 Jan, 2021
Submission checks complete
On 06 Jan, 2021
First submitted
On 03 Jan, 2021
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This preprint is under consideration at BMC Medical Education. A preprint is a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Learn more about In Review
Research Article
Fuye Yang
Second Affiliated Hospital of Zhejiang University
Corresponding Author
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
Peer Review Timeline
CURRENT STATUS: Under Review
Version 1
Posted 07 Jan, 2021
No community comments so far
Editorial decision: Major revision
On 05 Apr, 2021
Reviews received
Received 22 Mar, 2021
Reviewers agreed
On 16 Mar, 2021
Reviewers invited
Invitations sent on 16 Mar, 2021
Editor assigned
On 16 Mar, 2021
Editor invited
On 06 Jan, 2021
Submission checks complete
On 06 Jan, 2021
First submitted
On 03 Jan, 2021
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background
Both flipped classroom (FC) and case-based learning (CBL) are recognized as new effective teaching approaches by emphasizing on different aspects of teaching activities; however, the implementation of FC combined with CBL has not been well explored in nephrology education. The present study aims to investigate the efficacy of FC combined with CBL in teaching nephrology via comparing with the traditional lecture-based teaching (LBT).
Methods
Sixty-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 before the face-to face discussion on the relevant cases during the class. Students from the LBT group attended a didactic lecture during the class. Quiz and questionnaires were performed to assess the efficacy of FC.
Results
Participants from the FC group performed better than those from the LBT group in the quiz with higher scores in the case analysis-related questions. FC was also considered more helpful than LBT in improving high order cognitive abilities in the survey. Meanwhile, more participants agreed increased in-class pressure in FC than in LBT.
Conclusions
This 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.
Figure 1
Figure 2
Figure 3
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