The empirical study of flipped classroom in diagnostics experiment course

Objective:To explore the effects of flipped classroom on teaching of diagnostics experiment course.Methods:Six small classes of clinical medicine students from grade 2014 were selected,and randomly divided into the experimental group(2 classes) and control group(4 classes).The diagnostics theory course in two groups were taught using the traditional lesson method.The diagnostics experiment course in experimental group and control group were taught with traditional method and flipped classroom method,respectively.The teaching effects in two groups were evaluated using the theoretical and clinical practice skill grades.Results:The differences of the performances of theoretical course and electrocardiograph(ECG) between two groups were statistically significant(P<0.05 and P<0.01).Pearson correlation analysis showed that the score of ECG was significantly correlated with the score of diagnostics theory(P<0.05).More than 80% students thought that the flipped classroom was more acceptable,and it could improve the learning interest of diagnostics,and promote the communication between teacher and student.Conclusions:Flipped classroom can improve the good simulation environment,and enhance the learning interest and teaching effects of diagnostics course.