Effect of flipped classroom in functional experiment teaching

Objective To investigate the effect of flipped classroom in functional experiment teaching. Methods A total of 86 medical students from 4 classes of Tongji University School of Medicine were selected as subjects. 44 students were randomly selected from 2 classes as experimental group using flipped classroom as teaching approach; 42 students were randomly selected from the other 2 classes as control group using traditional teaching method. The teaching effect was assessed by objective evaluation and subjective evaluation. SPSS 22.0 was used for data analysis. The t-test was used for objective evaluation, and the chi-square test was used for subjective evaluation. Results There were significant differences in the scores of experimental reports [(45.00±2.63) vs. (41.05±3.62), t=5.766, P<0.01] and experimental operation [(48.27±2.31) vs. (44.79±3.04), t=5.962, P<0.01] between the experimental group and the control group. The statistical analysis of subjective evaluation showed that compared with the control group, the experimental group had a significantly higher number of students who selected "helpful" or "very helpful" in improving self-learning ability, innovation ability, understanding of theoretical knowledge, and communication ability (P<0.05). Conclusion The teaching method of flipped classroom applied in medical functional experiments can improve students' operation ability, self-learning ability, innovation ability, and communication ability and deepen their understanding of theoretical knowledge. Key words: Flipped classroom; Medical functional experiment; Teaching effect