Application and effect of Xuexitong app based Flipped classroom in the course of physical diagnosis

Objective To investigate the effect of Xuexitong app based flipped classroom in the course of physical diagnosis. Methods From September 2018 to January 2019, 120 students from the Second Clinical School of Anhui Medical University were divided into control and experimental group, receiving traditional teaching mode and Xuexitong app based Flipped classroom teaching mode, respectively. Academic self-efficacy, examination scores, and teaching satisfaction were compared between the groups. Results The rate of asking questions before and after class in the experimental group was higher than that in the control group [73.3%(44/60) vs 26.7%(16/60), 53.3%(32/60) vs 31.7%(19/60), P<0.01]. The test scores of students the experimental group were significantly higher than the control group[(76.0±9.9) vs (68.9±12.1), P<0.01]. Similarly, examination skill scores of students the experimental group were significantly higher than the control group [(76.3±9.1) vs (64.5±11.7), P<0.01]. After the course, academic self-efficacy in experimental group was significantly higher than control group [(79.3±8.5) vs (73.6±6.4), P<0.01]. In addition, students in the study group acquired higher satisfaction with teaching compared with the control group [(11.8±1.5)vs(9.1±1.9), P<0.01]. Conclusions Application of Xuexitong app based Flipped classroom in the course of physical diagnosis remarkably promoted the academic self-efficacy and teaching learning outcomes of trainees. Key words: Teaching; Mobile learning; Flipped classroom; Physical diagnosis