Application of a flipped classroom incorporating modified team-based learning in molecular biology laboratory teaching: a mixed methods study.

ABSTRACT:

Background

The Flipped Classroom with Team-Based Learning (FC-TBL) approach has gained traction in medical education in recent years, yet a comprehensive assessment of its instructional efficacy remains limited. This study sought to elucidate the effectiveness of FC-TBL in molecular biology laboratory instruction and assess its influence on subsequent related courses' learning outcomes.

Methods

A total of 109 students were randomly assigned to either the traditional Lecture-Based Learning (LBL) group or the FC-TBL group. Students' academic performance and satisfaction were gauged through final examinations and surveys, while the enduring impact of FC-TBL was evaluated using online assessments and tracking students' scores in follow-up courses.

Results

The findings ind

SUBMITTER: Qu M 

PROVIDER: S-EPMC11653837 | biostudies-literature | 2024 Dec

REPOSITORIES: biostudies-literature