A combination of case-based learning with flipped classroom improved performance of medical students in nephrology bedside teaching.

ABSTRACT:

Background

Bedside teaching remains a challenging endeavor for clinical doctors and medical students, as the students often encounter difficulties in applying their knowledge to clinical situations. This study aims to evaluate the efficacy of combining case-based learning (CBL) with a flipped classroom (FC) approach in nephrology bedside teaching.

Methods

A total of 92 medical students were enrolled in this study, including clerks and interns. The students were assigned into two groups. The CBL/FC group students received the combined teaching approach of CBL and FC (CBL/FC). Students who received the traditional lecture-based teaching (LBT) approach were treated as the control group. General knowledge tests, clinical case scenarios, and questionnaires were used to evaluate t

SUBMITTER: Hu B 

PROVIDER: S-EPMC11396661 | biostudies-literature | 2024 Sep

REPOSITORIES: biostudies-literature