The impact of large-class flipped classrooms incorporating design thinking on self-awareness, team collaboration, learning efficiency, and comprehensive literacy of clinical medicine undergraduates.

ABSTRACT:

Context

Jining Medical University has adopted the traditional large-class teaching mode in its Histology and Embryology course. In this mode, students' participation and learning outcomes are not satisfactory.

Objective

To solve this problem, we integrated design thinking into the large-class flipped teaching.

Method

A mixed methodology (qualitative and quantitative) was employed. Participants were from the university's Clinical Medicine Program, randomly assigned to the experimental and control groups. The experimental group received integrated flipped classroom instructions, whereas the control group received traditional large-class teaching. Data were collected using an empathy canvas, questionnaires, and classroom assessments.

Results

Analysis of 24 empathy

SUBMITTER: Zhang H 

PROVIDER: S-EPMC12007336 | biostudies-literature | 2025 Apr

REPOSITORIES: biostudies-literature